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Agriculture  in  the  High  School 


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A  MANUAL 


FOR  THE 


HIGH  SCHOOLS  OE  WISCONSIN 


Prepared  by 

HENRY  N.  GODDARD 


High  School  Inspector  of  Agriculture 
State  Department  of  Education 


Assisted  by 
JOHN  A.  JAMES 


Assistant  Professor  of  Agricultural  Education 
University  of  Wisconsin 


Issued  by 

C.  P.  CARY,  State  Superintendent 


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Madison 

Democrat  Printing  Company,  State  Printer 
1917 


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DEPARTMENT  OE  PUBLIC  INSTRUCTION 
Madison,  Wisconsin 


Agriculture  in  the  High  School 


A  MANUAL 

FOR  THE 

HIGH  SCHOOLS  OF  WISCONSIN 


Prepared  by 

HENRY  N.  GODDARD 

High  School  Inspector  of  Agriculture 
State  Department  of  Education 

Assisted  by 

JOHN  A.  JAMES 

Assistant  Professor  of  Agricultural  Education 
University  of  Wisconsin 

Issued  by 

C.  P.  CARY,  State  Superintendent 


Madison 

Democrat  Printing  Company,  State  Printer 
1917 


FRUIT  EXHIBIT  AT  GRAFTON  HIGH  SCHOOL 


EXHIBIT  AT  BLOOMER  HIGH  SCHOOL 


CONTENTS 


General  statement  . 

Brief  historical  sketch 

Text  of  laws  . 

Purpose  of  bulletin. . . 

Point  of  view . 


page 

7 

7 

8 

16 

17 


Requirements  . 

Administrative  .... 

Legal  . 

Advisory  Committee 


Courses  of  study  . 

General  course  . 

Special  agricultural  units . 

#  Combination  with  general  course.  . 
Course  with  one  unit  of  agriculture 
Short  course  . 


23 

23 

23 

24 

25 

26 


General  methods  and  lines  of  work . 

General  plan . 

Field  work  . 

Laboratory  experiment  and  observation 

The  pupil’s  notebook  . 

Class  instruction  . 

Practical  projects  . 

Purpose  and  importance . 

Scope  of  the  term . 

Relation  to  class  room  instruction . 

Relation  to  the  parent  and  the  home . 

The  home  project . 

Projects  with  field  crops . 

Projects  in  horticulture  and  gardening _ 

Projects  with  animals . 

Projects  on  soils,  farm  mechanics  and  farm  management. . 

The  school  project . . 

The  school  plot  . 


29 

29 

30 
33 

36 

37 
42 
42 

44 

45 

45 

46 

47 
47 

47 

48 

48 

49 


4 


CONTENTS 


General  methods  and  lines  of  work — continued.  page 

List  of  school  projects . 50 

Organization  of  projects  . 52 

Reports  on  projects .  54 

Supervision  of  projects  . s .  64 

Credits  for  home  projects .  66 

Suggestion  for  special  projects  .  67 

Literature  on  home  projects  .  69 

Contents  and  exhibits  .  70 

Blanks  for  organizing  contests . 73 

Manual  training  work  .  76 

Community  or  extension  work .  76 

Equipment  .  78 

Special  room  .  78 

Tables  and  cases  .  80 

Required  list  of  apparatus .  86 

List  of  chemicals  .  87 

Supplementary  list  of  apparatus  . . . .  v .  88 

Home  made  or  collected  material  .  88 

Bulletin  board  .  89 

Charts  .  89 

Pictures  and  lantern  slides .  90 

Commercial  exhibits .  92 

Miscellaneous  helps .  92 

Manual  training  equipment .  94 

For  woodwork .  94 

For  forge  work  .  *95 

For  leather  work .  95 

Agriculture  for  the  grades .  96 

Treatment  of  subjects  .  97 

Elementary  science  . 97 

Farm  plant  life  . ! .  103 

General  outline  . 104 

Fruit  outline  .  105 

Potato  outline  . . . . . 114 

Animal  Husbandry .  119 

General  outline  . . . .  119 

Dairying  .  121 

Poultry  .  130 

Score  cards  and  judging .  136 

Live  stock  judging  contests .  138 

Soils  . 7 .  143 

General  outline  .  144  „ 

Drainage .  145 


CONTENTS 


Treatment  of  subjects — continued.  page 

Farm  mechanics .  149 

General  outline  .  151 

Special  suggestions  on  treatment  of  topics .  151 

Special  exercises  .  152 

Farm  management  .  156 

General  outline  . 156 

Treatment  of  topics . 157 

Manual  training  .  161 

Woodworking  projects . 163 

Forge  work  .  163 

Mechanical  drawing  .  164 

Cement  work  and  farm  building  construction .  165 

Agricultural  literature  . 166 

Books  .  167 

List  of  publishers .  170 

Magazines .  171 

Bulletins  . .4 . 171 

Appendix .  173 

National  registry  associations .  174 

Standards  for  Wisconsin  crops .  176 

Official  Wisconsin  score  cards .  179 


AGRICULTURE  IN  HIGH  SCHOOLS 


I.  GENERAL  STATEMENT. 

1.  Brief  historical  sketch.  In  1901  the  Wisconsin  legislature 
passed  two  laws  which  gave  definite  form  to  the  agricultural  move¬ 
ment  in  this  state.  The  first  law  required  an  examination  in  the 
elements  of  agriculture  of  all  candidates  for  certificates  to  teach 
in  the  elementary  schools.  The  second  made  provision  for  the 
establishment  of  county  agricultural  schools  for  the  vocational 
training  of  boys  and  girls  in  agriculture  and  domestic  economy. 
Four  years  later,  in  1905  agriculture  was  made  by  legal  enactment, 
a  subject  to  be  taught  in  all  the  district  schools  of  the  state.  These 
laws  together  with  reports  and  discussions  connected  with  their 
passage,  resulted  in  a  very  general  movement  toward  agricultural 
education  in  Wisconsin.  Eight  county  agricultural  schools  have 
been  established  and  seven  are  now  in  operation,  receiving  liberal 
aid  from  the  state.  These  schools  at  first  organized  two-year 
courses  based  upon  completion  of  the  eighth  grade.  Later,  at 
least  three  of  the  schools  in  addition  to  the  two-year  courses, 
adopted  full  four  year  high  school  courses  which  are  accepted  for 
admission  to  higher  institutions.  These  schools  have  thus  become 
distinctly  agricultural  high  schools.  At  the  same  time,  agricul¬ 
ture  was  rapidly  introduced  as  a  subject  of  study  not  only  into 
the  country  schools,  but  also  to  a  large  extent  into  graded  and 
secondary  schools.  As  the  idea  of  vocational  training  grew  in  ed¬ 
ucational  circles,  it  early  became  a  conviction  of  many  of  the  ad¬ 
vocates  of  this  kind  of  training  that  the  public  high  schools,  being 
peculiarly  the  schools  of  the  people,  could  furnish  one  of  the  best 
agents  for  the  development  of  a  well-balanced  type  of  vocational 
work.  Furthermore,  the  newer  viewpoint  in  education  began  to 
demand  that  high  school  courses  should  become  vitalized  by  pro¬ 
grams  more  closely  related  to  social  and  industrial  needs. 

Accordingly,  in  response  to  a  general  demand  throughout  the 
state,  the  legislature  of  1911  passed  a  law  giving  special  state  aid 
to  high  schools  maintaining  courses  in  manual  training,  domestic 
science  and  agriculture.  Commercial  courses  were  two  years  later 
included  under  practically  the  same  provisions.  Under  this  plan 
agricultural  departments  were  rapidly  organized  in  the  Wisconsin 


8 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


high  schools.  By  1913  there  were  sixty  and  in  1916  over  eighty 
such  departments  in  operation.  In  addition,  the  majority  of  high 
schools  not  having  such  departments  are  offering  from  one  to  three 
semesters  of  this  work  in  connection  with  the  regular  science  sub¬ 
jects. 

A  final  step  in  the  legal  status  of  agriculture  in,  the  schools  of 
the  state  was  taken  in  1913  when  provision  was  made  for  special 
state  aid  to  be  given  for  short  courses  of  agriculture  or  domestic 
science,  maintained  for  not  less  than  sixteen  weeks  and  devoting 
at  least  eighty  minutes  a  day  to  instruction  in  the  special  subject. 
At  the  same  legislature  provision  was  made  for  a  short  winter  term 
course,  for  pupils  unable  to  enter  regular  high  school  courses.  A 
further  development  has  consisted  in  the  establishment  in  the 
state  agricultural  college  and  in  two  of  the  normal  schools  of  the 
state,  of  special  courses  for  the  training  of  teachers  of  agriculture. 
Graduates  of  these  courses  go  out  largely  into  the  high  schools. 
At  the  same  time  all  of  the  schools  for  the  training  of  elementary 
school  teachers,  including  the  normal  schools,  the  county  training 
schools  and  the  training  departments  in  high  schools,  give  instruc¬ 
tion  and  professional  training  in  agriculture. 

2.  Text  of  laws.  The  full  text  of  the  laws  mentioned  above  is 
here  given: 

Manual  training;  agriculture;  domestic  economy  and  teachers’ 
training;  state  aid.  Section  49  66.  1.  Any  board  having  charge 

of  a  free  high  school  or  of  a  high  school  having  a  course  of  study 
equivalent  to  the  course  prescribed  by  the  state  superintendent  for 
such  free  high  schools  may  establish  and  maintain  in  connection 
with  the  high  school  under  its  management,  in  counties  where 
county  training  schools,  or  joint  county  training  schools  have  not 
been  established,  a  teachers’  training  course,  which  shall  be  espe¬ 
cially  approved  by  the  state  superintendent  as  to  subjects  required 
to  be  taught,  land  the  qualifications  of  teachers,  or  in  connection 
with  said  high  school  and  the  two  upper  grades  next  below  the 
high  school,  as  said  board  shall  decide,  a  department  of  manual 
training,  or  domestic  economy,  or  agriculture,  or  any  or  all  of  said 
departments. 

2.  The  expense  of  maintaining  such  departments  shall  be  provid¬ 
ed  for  in  the  same  manner  as  other  expenses  of  maintaining  such 
schools,  and  such  departments  shall  be  under  the  management, 
direction  and  control  of  such  board. 

3.  The  state  superintendent  shall,  so  far  as  his  other  duties  may 
warrant,  give  such  information  and  assistance  as  may  seem  neces¬ 
sary  in  organizing,  and  maintaining  such  departments,  and  in  ar¬ 
ranging  schemes  and  outlines  of  work;  and  with  the  aid  of  the  in¬ 
spectors  of  high  schools,  and  when  occasion  shall  require  it,  with 
the  aid  of  the  inspectors  of  graded  schools,  shall  have  the  general 
supervision  of  all  departments  established  under  this  section;  and 
shall  from  time  to  time  inspect  the  same,  make  such  recommenda- 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


9 


tions  relating  to  their  management  as  he  may  deem  necessary,  and 
make  such  report  thereon  as  shall  give  full  information  concerning 
iheir  number,  character  and  efficiency. 

4.  The  state  superintendent  shall  establish  a  standard  of  qualifi¬ 
cation  for  all  teachers  in  such  departments,  and  may  grant  special 
certificates  to  such  applicants  as  are  fully  qualified  to  instruct  in 
special  lines  of  work,  which  certificates  shall  be  in  such  form  and 
for  such  time  as  he  may  prescribe,  and  shall  be  regarded  as  quali¬ 
fying  the  holders  thereof  to  teach  in  those  departments  established 
under  sections  49  66  and  4  9  6c  which  shall  be  named  in  such  certi¬ 
ficates. 

(Section  496c)  1.  Any  school  whpse  course  of  study  or  outline 

of  work  in  teachers’  training,  manual  training,  domestic  economy, 
or  agriculture,  has  been  approved  by  the  state  superintendent  and 
whose  teacher  has  been  qualified  may,  upon  application,  be  placed 
upon  the  approved  list  of  schools  maintaining  such  a  department 
or  departments. 

2.  A  school  once  entered  upon  such  list  may  remain  there  and  be 
entitled  to  state  aid  so  long  as  the  scope  and  character  of  its  work 
are  maintained  in  such  manner  as  to  meet  the  approval  of  such  su¬ 
perintendent.  On  the  first  day  of  July  in  each  year  the  clerk  of 
each  school  board  maintaining  such  department  or  departments  in 
the  school  or  schools  under  its  jurisdiction,  or  the  city  superintend¬ 
ent  of  any  city  where  such  an  approved  school  is  maintained,  shall 
report  to  the  state  superintendent  in  such  form  as  may  be  required, 
setting  forth  the  facts  relating  to  the  cost  of  maintaining  the  de¬ 
partment  or  departments  established  uAder  sections  4966  and  496c, 
the  character  of  the  work  done,  the  number  and  names  of  teachers 
employed,  and  the  length  of  time  each  department  was  maintained 
during  the  preceding  year.  And  upon  the  receipt  of  such  report,  if 
it  shall  appear  that  the  department  has  been  maintained  in  a  satis¬ 
factory  manner  for  a  period  of  not  less  than  six  months  during  the 
year,  the  said  superintendent  shall  make  a  certificate  to  that  effect 
and  file  it  with  the  secretary  of  state. 

Special  aid  for  manual  training,  domestic  economy,  or  agriculture. 
Section  49  6c.  3.  Upon  receiving  such  certificate  the  secretary  of 

state  shall  draw  his  warrant  for  one-half  the  amount  actually  ex¬ 
pended  for  instruction  in  each  department  established  under  sec¬ 
tions  4966  and  496c  during  the  year  for  which  the  state  aid  is  re¬ 
ceived,  not,  however,  to  exceed  three  hundred  and  fifty  dollars  for 
each  department  established  under  sections  4966  and  496c  and  496c 
— 3  which  shall  have  been  maintained  in  connection  with  the  high 
school  and  the  two  upper  grades  next  below  the  high  school,  but  not 
to  exceed  two  hundred  and  fifty  dollars  for  each  department  estab¬ 
lished  under  sections  4966  and  496c  which  shall  have  been  con¬ 
nected  with  only  the  high  school.  Provided,  however,  that  no  one 
school  district  shall  receive  aid  in  any  one  year  for  more  than  three 
such  departments.  The  sum  payable  in  accordance  herewith  to  be 


10 


AGRICULTURE  IN  THE  HIGH  SCHOO 


payable  to  the  treasurer  of  the  district  or  corporation  maintaining 
the  school  for  the  school  year  ending  June  30,  1913,  and  thereafter; 
provided,  that  the  total  amount  expended  for  such  purpose  shall  not 
exceed  one  hundred  thousand  dollars  in  any  year  which  is  hereby 
appropriated  from  any  moneys  in  the  general  fund  not  otherwise  ap¬ 
propriated.  (1913  c.  656) 

Section  496e — 1.  By  and  with  the  advice  and  consent  of  the 
state  superintendent  of  public  instruction,  the  district  board  or 
boards  of  education  of  two  or  more  school  districts  each  of  which 
maintains  a  free  high  school,  may  unite  in  engaging  the  services  of 
a  suitable  teacher  or  teachers  of  manual  training  lor  the  purpose  of 
giving  instruction  in  manual  training  in  the  schools  of  the  districts 
so  uniting.  Each  of  the  school  districts  so  uniting  shall  pay  such 
share  of  the  salary  of  the  instructor  or  instructors  of  manual  train¬ 
ing  as  shall  be  proportionate  to  the  time  devoted  to  instruction  in 
manual  training  in  the  schools  of  each  said  districts.  Each  school 
district  included  in  such  agreement  and  giving  instruction  in  man¬ 
ual  training  in  accordance  with  the  provisions  of  this  chapter  shall 
receive  the  state  aid  provided  for  in  this  chapter.  (1911  c.  If91) 

Section  5531 — 1.  No  state  aid  shall  be  granted  to  any  school  for 
instruction  given  in  agriculture,  domestic  economy,  manual  training 
or  industrial  branches  unless  the  salary  paid  to  every  teacher  in¬ 
structing  in  such  subjects  be  at  least  at  the  rate  of  sixty  dollars  per 
month.  (1911  c.  5\k) 

Agriculture  and  domestic  science  in  high  schools ;  short  course. 
Section  496c — 4.  1.  Any  number  not  exceeding  twenty  high 

schools  offering  agriculture  or  domestic  science  courses,  under  the 
provisions  of  section  49  6d  of  the  statutes,  may  each,  under  such 
conditions  and  regulations  as  the  state  superintendent  of  schools 
may  prescribe,  establish  and  maintain  a  sixteen  weeks’  course  in 
agriculture,  including  rural  economics,  or  domestic  science,  includ¬ 
ing  home  economics,  or  both,  in  connection  with  such  high  school 
commencing  about  November  1st  of  each  year  for  pupils  over  four¬ 
teen  years  of  age;  provided,  that  this  special  course  shall  not  be  ap¬ 
proved  for  any  school  unless  the  teaching  force  shall  be  adequate 
to  properly  administer  all  courses  adopted  and  in  force  in  such 
school.  The  additional  teaching  force  needed  and  all  other  expense 
of  maintaining  such  courses  shall  be  provided  for  in  the  same  man¬ 
ner  as  other  expenses  of  maintaining  such  high  school.  The  salary 
of  said  additional  teacher  or  teachers  shall  not  be  counted  in  ap¬ 
portioning  the  general  special  aid  or  any  special  aid  for  agriculture 
or  domestic  science  for  a  school  administering  such  sixteen  weeks’ 
course  in  agriculture  or  domestic  science.  The  tuition  for  all  pu¬ 
pils  attending  such  sixteen  weeks’  course  shall  be  paid  by  the  town 
at  the  same  rate  and  in  the  same  manner  as  is  provided  by  section 
49 6k  of  the  statutes,  except  that  no  diploma  or  certificate  of  the 
county  superintendent  of  completion  of  the  course  of  study  in  the 
district  shall  be  required. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


11 


2.  Any  such  high  school  so  establishing  and  ’  maintaining  such 
course  upon  complying  with  all  the  provisions  of  section  496c  of 
the  statutes  may,  upon  application,  be  placed  upon  an  approved  Tist 
of  schools  maintaining  such  short  course  in  agriculture  or  domestic 
science.  The  clerk  of  such  school  board  shall  make  report  to  the 
state  superintendent  at  the  same  time  and  in  the  same  manner  and 
form  as  required  by  section  496c  ofvthe  statutes.  Upon  receipt  of 
such  report,  if  it  appears  that  such  course  has  been  maintained  in 
a  manner  satisfactory  to  the  state  superintendent,  at  least  eighty 
minutes  daily  for  said  sixteen  weeks,  under  the  direct  instruction 
of  a  teacher  holding  a  special  license  from  the  state  superintendent 
to  teach  such  special  subject,  the  state  superintendent  shall  make  a 
certificate  to  that  effect  and  file  it  with  the  secretary  of  state.  Upon 
receiving  such  certificate  the  secretary  of  state  shall  draw  his  war¬ 
rant  for  the  sum  of  two  hundred  dollars  for  each  of  the  special 
courses  maintained,  the  sum  payable  in  accordance  herewith  to  be 
payable  to  the  treasurer  of  the  district  maintaining  the  school;  pro¬ 
vided  that  the  total  amount  expended  by  the  state  for  that  purpose 
shall  not  exceed  eight  thousand  dollars  in  any  one  year. 

Section  2.  There  is  hereby  appropriated  out  of  the  general  funds 
of  the  state  the  sum  of  eight  thousand  dollars  annually  for  the  pur¬ 
pose  of  carrying  out  the  provisions  of  sections  496c — 4.  (1913  c.  635 ) 

Winter  terms  for  high  schools.  Section  494a.  1.  The  high 
school  boards  of  not  exceeding  fifteen  high  schools  may  each,  un¬ 
der  such  conditions  and  regulations  as  the  state  superintendent  of 
schools  may  prescribe,  establish  a  winter  term  commencing  be¬ 
tween  the  30th  of  October  and  the  15th  day  of  November,  and  con¬ 
tinuing  each  year  for  a  number  of  weeks  equal  to  one-half  the 
number  of  weeks  school  is  maintained  for  the  regular  high  school 
course  during  that  school  year. 

2.  The  qualifications  for  admission  to  the  course  of  study  of  said 
winter  term  shall  be  those  prescribed  for  admission  to  the  regular 
high  school  courses;  provided,  that  persons  not  possessing  the  qual¬ 
ifications  required  for  admission  to  the  regular  courses  may  be  ad¬ 
mitted  to  said  winter  term  c'ourse  upon  the  presentation  to  the  high 
school  principal  of  evidence  through  examination  or  otherwise  sat¬ 
isfactory  to  him  of  ability  to  carry  on  the  work  of  said  course,  and 
persons  between  the  ages  of  sixteen  and  twenty  years  so  admitted 
shall  be  entitled  to  the  privileges  prescribed  in  sections  496/  to 
496o,  inclusive,  of  the  statutes,  and  they  shall  also  be  entitled  to 
enter  the  regular  high  school  classes  upon  evidence  satisfactory  to 
the  high  school  board  and  principal  of  their  ability  to  do  the  work 
of  such  classes. 

3.  The  course  of  study  for  such  winter  term  shall  receive  the  ap¬ 
proval  of  the  state  superintendent;  the  additional  teacher  or  teach¬ 
ers  necessary  to  administer  the  said  winter  term  course  of  study  in 
addition  to  the  regular  courses  of  the  school,  shall  be  selected  with 
his  advice  and  consent,  and  the  course  of  study  shall  be  administer- 


12 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


ed  in  a  manner  to  meet  his  approval.  Said  teacher  or  teachers  shall 
have  the  qualifications  prescribed  for  teachers  in  free  high  schools. 
The  salary  of  said  teacher  or  teachers  shall  not  be  counted  in  ap¬ 
portioning  the  general  special  aid  or  any  special  aid  for  agriculture, 
manual  training  or  domestic  science  for  a  school  administering 
said  winter  term  course  under  the  provisions  of  this  act. 

4.  On  the  first  day  of  July  of  each  year  the  clerk  of  each  such 
high  school  board  shall  report  to  the  state  superintendent,  in  such 
form  as  may  be  required,  setting  forth  the  facts  relating  to  the  cost 
of  maintaining  the  department  established  under  this  act;  the 
character  of  the  work  done;  the  number  and  names  of  teachers  em¬ 
ployed,  and  the  length  of  time  it  was  maintained  during  the  pre¬ 
ceding  year;  and  upon  the  receipt  of  such  report,  if  it  shall  appear 
that  the  department  has  been  maintained  in  a  satisfactory  manner, 
according  to  the  provisions  of  this  section,  the  said  superintendent 
shall  make  a  certificate  to  that  effect  and  file  it  with  the  secretary 
of  state.  Upon  receiving  such  certificate  the  secretary  of  state 
Hiall  draw  his  warrant  upon  the  treasury  for  two-thirds  the  amount 
actually  expended  for  the  salary  or  salaries  of  said  additional 
teacher  or  teachers  during  the  year  for  which  the  state  aid  is  re¬ 
ceived,  not,  however,  to  exceed  $500  for  any  one  school,  said  aid 
to  be  payable  from  the  appropriation  for  winter  term  in  high 
schools  to  the  treasurer  of  the  high  school  district  maintaining  the 
school. 


i 


COUNTY  SCHOOLS  OF  AGRICULTURE  AND  DOMESTIC  SCIENCE. 

County  schools  of  agriculture  and  domestic  science;  organization; 
maintenance.  Section  553c.  1.  The  county  board  of  any  county 

is  hereby  authorized  to  appropriate  money  for  the  organization, 
equipment  and  maintenance  of  a  county  school  of  agriculture  and 
domestic  economy.  The  county  boards  of  two  or  more  counties 
may  unite  in  establishing  such  a  school  and  may  appropriate  money 
for  its  organization,  equipment,  and  maintenance. 

Notice.  2.  Immediately  after  the  county  board  or  county  boards 
shall  vote  to  establish  a  county  school  of  agriculture  and  domestic 
economy,  the  county  clerk  or  clerks  of  such  county  or  counties, 
shall  notify  the  dean  of  the  college  of  agriculture  of  such  vote  for 
the  establishment  of  such  school. 

Location.  3.  The  dean  of  the  college  of  agriculture,  the  state 
superintendent  of  public  instruction,  and  the  president  of  the  board 
of  agriculture,  acting  as  a  committee  for  such  purpose,  shall  de¬ 
cide  upon  and  notify  the  county  board  or  boards  as  to  the  proper 
location  for  such  county  school  of  agriculture  and  domestic  econ¬ 
omy  and  the  county  school  of  agriculture  and  domestic  economy 
shall  be  located  at  such  place  as  is  determined  upon  by  such  com¬ 
mittee. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


13 

Loans;  bonds.  4.  The  county  board  or  boards  of  any  county  or 
counties  so  establishing  such  school  is  hereby  authorized  and  em¬ 
powered  to  borrow  money,  issue  and  sell  bonds  for  the  purpose  of 
procuring  and  paying  for  the  necessary  grounds  and  erecting  the 
necessary  buildings,  and  for  improving  the  same  from  time  to  time, 
for  such  county  schools  of  agriculture  and  domestic  economy. 

Board  for,  how  appointed;  vacancies  on;  oath  of  members;  or¬ 
ganization.  Section  553d.  A  board  to  be  known  as  the  county 
school  board  is  hereby  created,  which  shall  have  charge  and  control 
of  all  matters  pertaining  to  the  organization,  equipment,  and  main¬ 
tenance  of  such  school,  except  as  otherwise  provided  by  law.  Said 
board  shall  consist  of  three  members,  one  of  whom  shall  be  the 
county  superintendent  of  schools  of  the  of  the  county  or  district,  in 
which  the  school  is  located.  The  other  members  of  the  board  shall 
be  elected  by  the  county  board,  for  the  term  of  three  years  from  the 
date  of  their  election,  “but  no  member  of  the  county  board  shall 
be  eligible.”  Vacancies  existing  in  the  board  from  whatever  cause, 
except  in  the  case  of  the  county  superintendent,  shall  be  filled  by 
appointment  made  by  the  chairman  of  the  county  board,  if  the 
county  board  is  not  in  session  when  such  vacancy  occurs.  If  the 
county  board  is  in  session,  vacancies  shall  be  filled  by  election  by 
said  board  for  the  unexpired  term.  Appointments  made  by  the  chair¬ 
man  of  the  county  board,  as  hereinbefore  specified,  shall  be  for 
the  term  to  elapse  until  the  next  regular  meeting  of  the  county 
board.  Each  person  appointed  or  created  a  member  of  the  county 
school  board,  shall  within  ten  days  after  the  notice  of  such  appoint¬ 
ment,  take  and  subscribe  an  oath,  to  support  the  constitution  of 
the  United  States  and  the  constitution  of  Wisconsin,  and  honestly, 
faithfully,  and  impartially  to  discharge  his  duties  as  a  member  of 
said  board,  to  the  best  of  his  ability,  which  oath  shall  be  filed  in 
the  office  of  the  county  clerk.  He  shall  also,  within  the  same  time, 
file  a  bond  in  such  sum  as  may  be  fixed  by  the  county  board,  which 
bond  shall  be  filed  in  the  office  of  the  county  clerk.  Within  fif¬ 
teen  days  after  the  appointment  of  said  board,  the  members  there¬ 
of  shall  meet  and  organize  by  electing  one  of  their  number  as  pres¬ 
ident.  The  county  superintendent  of  schools  shall  be  ex  officio 
secretary  of  the  said  board.  The  said  board  shall  prescribe  the 
duties  of  the  several  officers,  except  as  fixed  by  law. 

When  two  or  more  counties  unite,  Section  553e.  Whenever 
two  or  more  counties  unite  in  establishing  such  a  school,  the  pro¬ 
visions  of  section  553fc  shall  apply  to  the  organization  of  the  county 
school  board,  and  to  filling  vacancies  therein,  provided  that  the 
county  superintendent  of  the  county  in  which  the  school  is  located 
shall  be  a  member  of  the  board  and  ex  officio  its  secretary,  and 
two  members  shall  also  be  elected  from  each  county  by  the  county 
board  thereof.  “But  no  member  of  the  county  board  shall  be 
eligible.” 


14 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Apportionment  of  amounts  for  maintenance.  Section  553/. 
Whenever  two  or  more  counties  unite  m  establishing  and  maintain¬ 
ing  such  school,  the  county  school  board  provided  for  in  such  cases 
shall  determine  the  amount  of  money  necessary  for  the  equipment 
and  maintenance  of  the  school  for  the  second  year,  and  annually 
each  year  thereafter,  they  shall  apportion  the  amount  to  be  raised 
by  taxation  among  the  counties  in  proportion  to  the  assessed  valua¬ 
tion  of  each  county,  as  last  fixed  by  the  state  board  of  assessment, 
and  shall  report  to  the  county  clerk  of  each  county  the  apportion¬ 
ment  so  made  on  or  before  the  first  Monday  of  November  in  each 
year.  The  amount  so  apportioned  to  each  county  shall  be  levied 
in  the  county  tax  for  the  ensuing  year  for  the  support  of  the  school. 

County  treasurer  ex  officio  treasurer  of  board.  Section  553 g. 
The  county  treasurer  shall  be  ex  officio  treasurer  of  said  board;  all 
moneys  appropriated  and  expended  under  the  provisions  of  sections 
553c  to  553 ?,  inclusive,  shall  be  expended  by  the  county  school 
board,  and  shall  be  paid  by  the  county  treasurer  or  treasurers  on 
orders  issued  by  said  board,  and  all  moneys  received  by  said  board 
shall  be  paid  to  the  county  treasurer  for  the  fund  of  the  county 
school  board. 

Courses  of  study.  Section  553ft.  In  all  county  schools  of  agri¬ 
culture  and  domestic  economy  organized  under  the  provisions  of 
sections  553c  to  553 ?,  inclusive,  instruction  shall  be  given  in  the 
elements  of  agriculture,  including  instruction  concerning  the  soil, 
the  plant  life,  and  the  animal  life  of  the  farm;  a  system  of  farm 
accounts  shall  also  be  taught;  instruction  shall  also  be  given  in 
manual  training  and  domestic  economy,  and  such  other  subjects 
as  may  be  prescribed. 

Laud  to  be  had  in  connection.  Section  553i  Each  such  school 
shall  have  connected  with  it  a  tract  of  land  suitable  for  purposes 
of  experiment  and  demonstration,  and  not  less  than  three  acres  in 
area. 

Schools  to  he  free;  special  instruction.  Section  553/.  1.  The 

schools  organized  under  the  provisions  of  sections  553c  to  553?, 
inclusive,  shall  be  free  to  inhabitants  of  the  county  or  counties  con¬ 
tributing  to  their  support,  who  shall  be  qualified  to  pursue  the 
course  of  study;  provided,  they  shall  have  at  least  the  qualifica¬ 
tions  required  for  completion  of  the  course  of  study  for  common 
schools.  Whenever  students  of  advanced  age  desire  admission  to 
the  school  during  the  winter  months  in  sufficient  number  to  war¬ 
rant  the  organization  of  special  classes  for  their  instruction,  such 
classes  shall  be  organized  and  continued  for  such  time  as  their  at¬ 
tendance  may  make  necessary. 

2.  Whenever  any  person  not  residing  in  a  county  maintaining 
a  county  school  of  agriculture  as  provided  in  sections  553c  to  553?, 
inclusive,  shall  become  a  student  in  any  such  school,  the  board 
thereof  is  hereby  empowered  to  charge  a  tuition  fee  for  such  per- 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


15 


son  to  be  fixed  (by  a  majority  of  the  members  of  said  board  at  a 
regular  meeting  thereof,  provided  that  such  tuition  fee  shall  not 
exceed  one  dollar  per  week  for  each  nonresident  pupil. 

3.  The  county  board  of  the  county  of  which  such  person  is  a 
bona  fide  resident,  is  hereby  authorized  to,  and  shall  provide,  by 
ta!x  upon  thei  property  of  the  county,  a  sum  sufficient  to  provide 
for  the  payment  of  the  tuition  on  account  of  the  residents  of  said 
county  who  have  attended  such  county  school  of  agriculture  and 
domestic  economy,  and  the  amounts  so  levied  shall  be  collected 
when  and  as  other  taxes  are  collected,  and  shall  be  paid  by  the 
county  treasurer  of  said  county  to  the  county  treasurer  of  the 
county  in  which  the  county  school  of  agriculture  and  domestic 
economy  enrolling  such  person  is  situated;  and  the  amount  so  re¬ 
ceived  by  such  treasurer  shall  be  placed  to  the  credit  of  the  county 
school  of  agriculture. 

Duty  of  state  superintendent.  Section  553fc.  The  state  superin¬ 
tendent  shall  give  such  information  and  assistance  and  establish 
such  requirements  as  may  seem  necessary  for  the  proper  organiza¬ 
tion  and  maintenance  of  such  schools.  With  the  advice  of  the 
dean  of  the  college  of  agriculture  of  the  state  university,  he  shall 
prescribe  the  courses  of  study  to  be  pursued,  and  determine  the 
qualifications  required  of  teachers  employed  in  such  schools.  He 
shall  have  the  general  supervision  of  all  schools  established  under 
sections  553c  to  5537,  inclusive;  shall  from  time  to  time  inspect  the 
same,  make  such  recommendations  relating  to  their  management 
as  he  may  deem  necessary,  and  make  such  report  thereop  as  shall 
give  full  information  concerning  their  number,  character  and  effi¬ 
ciency. 

Approved  list.  Section  5537.  Any  school  established  under 
the  provisions  of  this  act,  whose  course  of  study  and  qualifications 
of  whose  teachers  have  been  approved  by  the  state  superintendent 
and  the  dean  of  the  college  of  agriculture  may,  upon  application,  be 
placed  upon  an  approved  list  of  county  schools  of  agriculture  and 
domestic  economy.  A  school  once  entered  upon  such  list  may  re¬ 
main  listed  ;and  be  ,  entitled  to  state  aid  so  long  as  the  scope  and 
character  of  its  work  are  maintained  in  such  manner  as  to  meet  the 
approval  of  the  state  superintendent;  provided,  that  he  shall  not 
place  upon  said  list  more  than  seven  schools. 

Report.  2.  On  the  first  day  of  July  in  each  year,  the  secretary 
of  each  county  school  board  maintaining  a  school  on  the  approved 
list,  shall  report  to  the  state  superintendent,  setting  forth  the  facts 
relating  to  the  cost  of  maintaining  the  school,  the  character  of  the 
work  done,  the  number  and  names  of  teachers  employed  and  such 
other  matters  as  may  be  required  by  the  county  board  or  the  state 
superintendent.  Upon  the  receipt  of  such  report,  if  it  shall  appear 
that  the  school  has  been  maintained  in  a  satisfactory  manner  for 
a  period  of  not  less  than  eight  months,  during  the  year  closing 


16 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


on  the  thirtieth  day  of  the  preceding  June,  the  said  superintend¬ 
ent  shall  make  a  certificate  to  that  effect  and  file  it  with  the  secre¬ 
tary  of  state. 

State  aid.  3.  Upon  receiving  such  certificate,  the  secretary  of 
state  shall  draw  his  warrant,  payable  to  the  treasurer  of  the  county 
maintaining  such  school,  for  a  sum  equal  to  the,  amount  expended 
for  wages  of  legally  qualified  teachers  employed  for  at  least  eight 
months  during  the  school  year;  provided  that  the  total  amounts 
so  apportioned  shall  not  exceed  six  thousand  dollars  to  any  one 
school  in  any  one  year  when  the  average  daily  attendance  shall 
be  less  than  one  hundred  and  twelve  pupils,  and  shall  not  exceed 
the  sum  of  seven  thousand  dollars  when  the  average  daily  attend¬ 
ance  shall  exceed  one  hundred  and  twelve  pupils  and  be  less  than 
one  hundred  and  thirty-seven  pupils,  and  shall  not  exceed  the  sum 
of  eight  thousand  dollars  when  the  average  daily  attendance  shall 
exceed  one  hundred  and  thirty-seven  pupils;  when  more  than  one 
county  has  contributed  to  the  support  of  the  school,  the  secretary 
of  state  shall  draw  his.  warrant  payable  to  the  treasurer  of  each 
county  for  such  portion  of  the  state  aid  as  the  amount  contributed 
by  his  county  is  part  of  the  total  amount  contributed  by  all  the 
counties  for  the  support  of  the  school  for  the  preceding  year.  The 
aforesaid  amounts  shall  be  charged  to  the  appropriation  for  state 
aid  for  county  schools  of  agriculture  and  domestic  economy. 

Teachers’  minimum  salary.  Section  553Z — 1.  No  state  aid  shall 
be  granted  to  any  school  for  instruction  given  in  agriculture,  do¬ 
mestic  economy,  manual  training  or  industrial  branches,  unless  the 
salary  paid  to  every  teacher  instructing  in  such  subjects  be  at  least 
at  the  rate  of  sixty  dollars  per  month;  provided,  that  no  school 
district,  offering  instruction  in  such  special  branches  shall  be  de¬ 
prived  of  its  right  to  share  in  the  apportionment  of  state  aid,  that 
employs  persons  at  a  less  salary  per  month  to  assist  the  legally 
qualified  teachers  in  conducting  such  special  work. 

3.  Purpose  of  bulletin.  It  is  the  purpose  of  this  bulletin  to 
furnish  a  guide  to  those  high  schools  which  give  agricultural  work 
and  especially  to  those  that  maintain,  four-year  agricultural  de¬ 
partments.  This  guide  aims  to  furnish  information  concerning  the 
interpretation  and  application  of  the  above  laws';  to  indicate  the 
requirements  for  the  organization  and  management  of  such  depart¬ 
ments,  and  to  offer  suitable  suggestions  as  to  the  scope  and  char¬ 
acter  of  the  work  which  is  expected  in  order  that  state  aid  may  be 
granted. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


17 


II— POINT  OF  VIEW, 

1.  A  vocational  or  industrial  course.  The  underlying  thought 
of  agriculture  in  the  high  school  is  that  of  a  vocational  course  cot- 
related  with  a  strong  general  high  school  course.  The  wotd  vo¬ 
cational  is  used  here  in  its  broad  general  sense  rather  than  in  its 
strict  technical  sense.  The  course  should  be  vocational  in  the 
sense  that  it  should  not  only  furnish  a  good  understanding  and 
appreciation  of  the  problems  of  the  farm,  but  that  it  shall  also  pro¬ 
vide  an  opportunity  for  the  pupil  to  find  out  what  advantages  this 
occupation  has  to  offer  and  his  own  adaptability  to  such  work. 
This  means  that  the  work  must  not  only  deal  with  practical  mate¬ 
rials  of  the  farm  in  a  scientific  way,  but  it  must  also  provide  a 
means  for  the  pupil  to  apply  the  best  knowledge  to  actual  farm 
practice  and  to  be  able  to  gain  some  skill  in  the  most  successful 
management.  It  is  only  through  the  application  of  the  best  knowl¬ 
edge  in  the  rounding  up  of  some  worthwhile  result  and  the  realiza¬ 
tion  of  the  rewards  of  this  result  through  financial  profit,  a  suc¬ 
cessful  exhibit  or  in  some  other  practical  way,  that  any  pupil  has 
a  fair  chance  to  judge  of  his  fitness  or  taste  for  this  line  of  work. 
Furthermore,  it  is  questionable  whether  the  most  valuable  training 
can  be  gained  except  by  such  practical  treatment.  This  need  not 
mean  that  all  pupils  who  take  agriculture  must  necessarily  become 
farmers,  but  they  should  be  able  to  make  better  farmers  if  they 
decide  to  follow  this  occupation,  and  whether  they  follow  it  or  not, 
they  should  receive  a  valuable  vocational  outlook  which  will  be  of 
great  service  in  finally  determining  a  desirable  vocation.  Finally, 
ihe  work  should  provide  a  most  valuable  body  of  knowledge  and  a 
practical  training  which  may  be  thoroughly  worth  while  to  any  stu¬ 
dent  whether  he  becomes  a  farmer  or  not.  It  is  desirable,  and  it 
has  already  been  demonstrated,  that  many  of  the  pupils  in  the  agri¬ 
cultural  course  will  be  led  to  select  this  as  their  vocation.  Many 
country  boys  have  been  kept  on  the  farm  and  a  good  many  city 
boys  have  been  directed  to  the  farm  through  their  agricultural 
work  in  school.  However,  careful  observation  leads  to  the  con¬ 
clusion  that  this  is  true  only  where  the  project  side  of  the  work 
has  been  given  prominence. 

From  what  has  been  said  it  will  be  understood  that  the  agricul¬ 
ture  course  is  not  regarded  as  a  modified  form  of  science  work 
managed  on  the  plan  of  laboratory  and  instruction  work,  or  even 
this  plan  supplemented  by  suitable  field  study.  Such  a  course  lacks 
motive  and  vital  interest,  however  practical  it  may  be  made.  It 
is  necessary  that  these  lines  of  work  shall  grow  out  of  and  be 
supplementary  to  a  suitable  line  of  projects  involving  actual  farm 
practice  with  productive  results. 


2 


18 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


2.  Relation  to  the  general  course.  The  general  course  should 
provide  a  broad  training  and  culture  adapted  to  the  needs  of  any 
good  citizen.  Such  a  course  should  include  work  along  all  the 
fundamental  lines,  such  as  language,  history,  literature,  mathe¬ 
matics,  science  and  the  arts,  but  it  is  especially  important  that 
the  general  course  should  include  strong  work  in  the  fundamental 
sciences.  This  work  should  give  an  intelligent  basis  for  an  un¬ 
derstanding  of  the  scientific  principles  which  apply  to  the  problems 
of  agriculture.  It  is  believed  that  with  the  grade  of  pupils  found 
in  the  high  school,  the  study  of  the  fundamental  sciences  such  as 
general  science,  biology,  physics  and  chemistry,  has  a  distinct  value 
which  cannot  be  realized  to  a  satisfactory  degree  by  approaching 
them  wholly  from  the  side  of  the  applied  subject,  in  other  words, 
it  is  not  satisfactory  to  teach  fundamental  principles  only  as  they 
are  needed  from  time  to  time  in  the  agricultural  subjects.  These 
principles  should  be  developed  by  the  use  of  the  most  practical 
materials  of  which  those  of  the  farm  are  especially  valuable,  and 
by  the  largest  possible  application  to  the  common  processes  of, 
every  day  life,  but  some  where  these  principles  should  be  brought 
into  relationship  to  each  other  and  organized  about  the  central, 
unifying  idea  of  each  subject.  It  is  peculiarly  the  function  of 
the  science  subjects  of  the  high  school  to  provide  such,  a  body  of 
organized  knowledge  and  to  furnish  a  training  which  gives  skill 
in  making  application  to  a  wide  variety  of  practical  situations. 
Such  a  body  of  knowledge  is  not  only  more  easily  developed  by 
special  treatment  of  the  fundamental  sciences,  and  of  larger  value 
for  general  training,  but  it  is  at  the  same  time  more  valuable  for 
the  agriculture  because  understood  in  larger  relations. 

These  statements  should  not  be  understood  as  objections  to  gen¬ 
eral  science  as  the  approach,  in  the  high  school  or  in  the  later 
grades,  to  the  special  science  subjects  of  the  high  school.  It  does 
mean,  however,  that  subjects  labeled  agricultural  botany,  agricul¬ 
tural  chemistry,  etc.,  will  not  be  regarded  as  agricultural  subjects 
for  which  special  aid  is  given.  It  should  be  added  further,  that 
such  courses  have  not  usually  proved  satisfactory  as  science  sub¬ 
jects  in  the  general  high  school  course.  Furthermore,  the  dis¬ 
tinctly  agriculture  subjects  will  not  be  regarded  as  any  part  of  the 
two  units  of  science,  which  are  required  in  the  general  course  of 
all  high  schools.  While  the  general  course  provides  work  adapted 
to  general  life  needs  and  gives  a  sound  basis  for  an  intelligent  un¬ 
derstanding  of  the  problems  of  agriculture,  in  turn,  the  vocational 
work  vitalizes  and  gives  meaning  and  motive  to  the  other  work 
of  the  school,  thus  helping  to  overcome  the  isolation  of  school 
work  from  every  day  life. 

It  has  been  the  policy  of  Wisconsin  since  the  special  agricul¬ 
tural  courses  were  provided  for,  to  require  four  units  or  one-fourth 
<of  the  full  requirement,  of  distinctly  agricultural  subjects  as  a  con- 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


19 


dition  of  state  aid.  At  the  same  time  it  is  expected  that  the  gen- 
eral  course  shall  be  adapted  as  far  as  possible  to  the  needs  of  the 
special  course.  For  example,  the  bookkeeping  work  of  the  general 
course  should  be  related  as  closely  as  possible  to  the  needs  of  farm 
accounts.  As  far  as  possible,  opportunity  should  be  provided  for 
agriculture  pupils  to  do  some  manual  training  in  the  line  of  farm 
carpentry,  forge  work,  etc.  Arithmetic  should  deal  to  a  large  ex¬ 
tent  with  the  practical  problems  of  the  farm.  The  science  subjects 
should  be  correlated  as  closely  as  possible  with  the  special  work, 
for  instance,  the  most  effective  arrangement  for  beginning  botany 
has  been  found  to  be  where  it  precedes  or  runs  parallel  to  the  first 
semester  of  farm  crops.  Furthermore,  it  is  expected  that  princi¬ 
pals  in  schools  having  the  agriculture  course  will  see  to  it  that 
the  regular  daily  program  is  made  flexible  enough  for  agriculture 
pupils,  so  that  they  shall  have  time  to  give  proper  attention  to 
their  project  work.  This  may  require  an  occasional  excusing  of 
these  pupils  from  regular  classes  for  a  single  period  or  even  for 
several  days  if  necessary  when  projects  are  being  started,  in  order 
that  these  projects  may  have  attention  at  the  right  time.  While 
some  manual  training  work  especially  adapted  to  the  farm  should 
be  provided  wherever  possible,  aid  will  not  be  given  for  both  man¬ 
ual  training  and  agriculture  where  both  courses  are  given  to  the 
same  pupils.  The  two  courses  should  not  be  undertaken  for  aid 
except  in  schools  large  enough  to  provide  separate  groups  of  pu¬ 
pils  for  both.  Special  plans  for  manual  training  work  in  connec¬ 
tion  with  the  agriculture  course  are  given  later  in  this  manual. 


Ill— REQUIREMENTS. 

1.  Administrative  requirements.  In  view  of  these  considera¬ 
tions,  the  following  requirements  should  be  carefully  considered 
by  those  expecting  special  aid  for  the  agriculture  course: 

a.  Four  units  of  purely  agricultural  work  must  be  offered  with 
the  exception  that  one-half  unit  of  elementary  science  will  be  ac¬ 
cepted  as  part  of  the  required  four  units. 

b.  In  addition  to  these  four  units,  there  must  be  given  in  the 
general  course  at  least  one-half  unit  of  botany  and  one  unit  of 
physics,  one  unit  of  chemistry,  or  one  unit  of  physics  and  chem¬ 
istry.  It  is  desirable  that  at  least  half  a  year  each  should  be  of¬ 
fered  also  in  as  many  of  the  following  as  possible:  chemistry,  zool¬ 
ogy,  physiology  and  geography.  (See  suggestions  under  courses.) 

c.  The  same  general  course  requirements  apply  to  the  agricul¬ 
ture  course  as  to  ail  other  courses.  (See  High  School  Manual  p. 
12.) 


20  AGRICULTURE  IN  THE  HIGH  SCHOOL 


d.  All  schools  giving  the  four-year  agriculture  course  must  of¬ 
fer  some  other  course  for  the  girls  at  least  during  the  last  two 
years.  One  year  of  agriculture  work  is  usually  all  girls  ought  to 
be  expected  to  take.  Domestic  science  is  urged  as  a  course  to 
accompany  the  agriculture  wherever  possible.  In  case  only  these 
two  courses  are  offered  the  domestic  science  may  be  given  during 
the  junior  and  senior  years.  In  case  domestic  science  is  not 
given  an  English  course  must  be  offered. 

e.  Aid  cannot  be  granted  for  both  agriculture  and  manual 
training  unless  the  school  is  large  enough  so  that  separate  pupils 
elect  these  courses.  It  is,  however,  urged  that  the  manual  train¬ 
ing  and  mechanical  drawing  work  outlined  in  this  manual  be 
given  in  connection  with  the  agriculture  course. 

f.  A  well  organized  plan  of  project  work  for  all  of  the  pupils 
during  each  year  of  the  course  must  constitute  an  essential  part 
of  the  work.  The  home  project  is  regarded  as  most  essential 
wherever  this  can  be  arranged  but  sometimes  it  may  be  necessary 
for  some  pupils  to  secure  land  or  arrange  a  project  elsewhere  than 
at  home.  The  school  plot  often  furnishes  a  most  favorable  means 
of  providing  the  necessary  land.  In  many  cities  or  villages  a 
number  of  vacant  lots  may  often  be  obtained  instead  of  a  single 
school  plot.  Although  the  school  plot  is  not  absolutely  required 
as  a  part  of  an  agricultural  equipment  it  is  advised  that  one  should 
be  operated  wherever  adequate  provision  can  be  made  for  its  care 
during  the  summer  months.  For  further  suggestions  as  to  the  na¬ 
ture  of!  these  projects  and  methods  of  organizing  them  see  under 
“Projects”  and  “School  Plot.” 

g.  For  the  complete  success  of  the  project  work  it  is  necessary 
that  the  agricultural  teacher  should  be  employed  for  at  least  eleven 
months  of  the  year.  This  has  come  rapidly  to  be  the  common 
plan  throughout  the  state.  The  season  for  the  agricultural  work 
is  rather  the  farmer’s  season  than  that  of  the  regular  school  year. 
During  the  summer  the  agricultural  teacher  should  visit  every  pu¬ 
pil  in  the  course  several  times  for  the  purpose  of  giving  direction 
and  instruction  in  connection  witfy  the  projects  being  carried  on. 
At  the  same  time  the  teacher  should  make  a  careful  study  of  the 
farm  conditions  and(  problems  of  the  community  in  order  that  he 
may  be  able  to  adapt  the  work  of  the  course  to  these  special  needs. 
During  such  summer  work  it  will  be  found  easily  possible  for  the 
teacher  to  make  the  acquaintance  of  the  farmers  and  in  a  tactful 
way  interest  himself  in  their  problems,  let  them  know  what  is 
being  attempted  in  the  agricultural  course  and  be  ready  to  render 
assistance  in  a  practical  way  wherever  a  favorable  opportunity  of¬ 
fers.  Such  acquaintance  will  be  especially  possible  in  the  homes 
of  the  pupils.  Teachers  should  avoid,  however,  the  attitude  of 
trying  to  show  the  farmers  of  the  community  how  to  farm.  A  far 
more  effective  attitude  is  that  of  one  who  is  trying  to  learn  what 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


21 


he  can  from  the  experience  of  practical  men  and  who  is1  ready  to 
enter  into  the  work  and  problems  of  the  farm  on  a  common  foot¬ 
ing  with  the  farmer.  The  most  effective  kind  of  extension  or  com¬ 
munity  work  will  grow  out  of  this  summer  acquaintance  and  help, 
if  these  are  tactfully  extended.  Get  the  interest  of  the  farmers, 
however,  rather  through  a  spirit  of  comradeship  and  interest  in 
their  problems,  rather  than  as  an  expert  who  is  ready  to  show  them 
how  to  do  things. 

Every  agricultural  teacher  who  is  employed  for  the  time  in  the 
summer  when  regular  school  is  not  in  session,  should  keep  a  care¬ 
ful  and  full  account  of  just  how  his  time  is  spent  each  day  and 
such  report  should  be  rendered  to  the  school  board  at  least  once 
a  month.  School*  boards  are  especially  urged  in  making  contracts 
for  the  eleven  months  or  for  summer  work,  to  require  such  a 
report  for  the  time  when  school  is  not  in  session.  Blanks  for  this 
report  will  be  furnished  by  the  state  superintendent  who  should 
also  receive  a  copy  of  the  report.  See  Report  Form,  No.  9. 

h.  The  number  of  class  periods  assigned  to  the  agricultural 
teacher  should  be  less  than  for  most  other  teachers,  since  much 
field  and  laboratory  work  is  required  in  connection  with  each  agri¬ 
cultural  subject.  Furthermore,  the  planning  and  supervising  of 
the  projects  will  require  a  good  deal  of  outside  time.  Five  periods 
is  strongly  advised  as  the  maximum  for  the  agricultural  teacher  and 
in  schools  desiring  the  special  aid  the  number  must  not  exceed  six. 

The  agricultural  teacher  should  not  be  asked,  to  take  charge 
of  such  activities  as  athletics,  debating,  etc.,  which  demand  a 
large  amount  of  outside  time.  These  activities  are  certain  to  pre¬ 
vent  the  agricultural  man  having  sufficient  time  to  give  to  study¬ 
ing  the  agricultural  interests  of  the  community  and  to  give  proper 
direction  to  the  practical  work  of  the  course. 

2.  Legal  requirements.  In  addition  to  the  administrative  re¬ 
quirements  enumerated  above  the  following  is  a  brief  statement 
of  the  definite  requirements  of  the  law  which  apply  to  the  agri¬ 
culture  as  well  as  to  the  other  special  departments  including  man¬ 
ual  training,  domestic  science  and  commercial  work. 

a.  The  course  of  study  of  the  high  school  maintaining  an 
agriculture  department  must  be  equivalent  to  the  course  of  study 
prescribed  for  free  high  schools. 

b.  The  special  course  must  be  approved  by  the  state  superin¬ 
tendent. 

c.  The  special  department  must  be  a  part  of  the  public  school 
system;  that  is,  it  must  be  under  the  direction  of  the  board  of 
education. 

d.  The  teacher  of  the  special  subject  must  have  a  license  cov¬ 
ering  the  special  work. 

e.  The  scope  and  character  of  the  work  must  be  such  as  to 
meet  the  approval  of  the  state  superintendent. 


22 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


f.  The  work  must  be  maintained  for  a  period  of  not  less 
than  six  months  during  the  school  year  for  which  aid  is  granted. 

g.  A  report  must  be  made  by  the  clerk  of  each  school  board 
maintaining  such  department  or  departments  to  the  state  superin¬ 
tendent  in  such  form  as  may  be  required,  on  or  before  August  1st 
of  each  year,  setting  forth  facts  as  stated  in  the  law. 

h.  Chapter  544,  Laws  of  1911,  requires  that  all  teachers  of 
such  special  subjects  must  receive  a  salary  of  at  least  sixty  dol¬ 
lars  per  month.  This  applies  to  grades  as  well  as  to  high  schools. 
However,  an  amendment  passed  in  1915,  permits  the  hiring  of  one 
or  more  assistants  to  the  regular  legally  qualified  teacher,  at  a 
salary  less  than  sixty  dollars  per  month. 

In  order  to  receive  special  state  aid  for  work  in  the  grades  in 
these  subjects,  the  law  provides: 

a.  That  the  grades  must  be  connected  with  a  high  school  giv¬ 
ing  the  special  work  and  under  the  management  of  the  same  board. 

b.  That  the  work  must  be  given  in  the  two  upper  grades  be¬ 
low  the  high  school. 

Note:  Town  and  union  high  schools  have  no  grades  connected  with  them  even 
though  they  may  be  in  the  same  building.  Aid,  therefore,  can  not  be  granted  to  grades 
under  such  conditions. 

c.  That  it  shall  be  subject  to  the  approval  of  the  state  super¬ 
intendent. 

At  least  eighty  minutes  weekly  must  be  given  to  the  work  in 
the  seventh  and  eighth  grades.  A  longer  time  is  strongly  urged 
and  will  probably  be  required  in  the  near  future. 

The  amount  of  state  aid  for  each  of  these  departments  is  now 
one-half  the  cost  of  instruction  in  that  department,  limited  to 
three  hundred  and  fifty  dollars  when  the  instruction  shall  have 
been  given  in  the  high  school  and  the  two  upper  grades  next  below 
the  high  school,  or  two  hundred  and  fifty  dollars  when  given  only 
in  the  high  school  except  that  in  commercial  courses  the  aid  is 
limited  to  three  hundred  and  fifty  dollars  in  the  high  school. 

3.  Advisory  Committee.  It  is  strongly  urged  that  a  special  ad¬ 
visory  committee  of  three  be  selected  in  connection  with  each  agri¬ 
cultural  department.  Such  committee  should  be  selected  by  the 
agriculture  teacher  with  the  advice  and  approval  of  the  school 
board.  The  committee  should  be  made  up  of  those  in  the  com¬ 
munity  who  possess  greatest  interest  and  who  have  had  the  most 
successful  experience  along  agricultural  lines.  The  teacher  ought 
to  confer  with  these  men  at  frequent  regular  intervals  about  the 
general  policy  of  the  course,  and  should  seek  their  help  in  locating 
the  best  agricultural  materials  for  field  study,  such  as  the  best 
crops,  buildings  and  equipment,  the  most  valuable  herds  and  the 
best  management.  He  should  also  ask  their  aid  in  devising  ways 
and  means  of  securing  conveyances  for  field  trips  and  in  planning 
demonstrations  and  exhibits.  Such  a  committee  may  frequently 
lessen  or  perhaps  prevent  unfair  criticism  by  giving  sanction  and 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


23 


assistance  in  field  or  project  work  which  otherwise  might  be  mis¬ 
understood  and  misjudged.  Teachers  should  also  avail  them¬ 
selves  of  the  help  and  advice  of  county  agricultural  representatives 
wherever  such  are  employed. 


XV— COURSES  OF  STUDY. 

1.  General  course.  Before  attempting  to  arrange  the  agricul¬ 
tural  course,  a  careful  study  should  be  made  of  the  requirements 
for  the  general  high  school  course  as  given  on  pages  8-13  in  the 
high  school  manual.  As  before  suggested  the  general  course  for 
the  agriculture  department  should  be  correlated  as  closely  as  pos¬ 
sible  with  the  special  work  and  the  general  subjects  should  be 
so  treated  as  to  bring  out  relationships  to  farm  problems  as  much 
as  possible.  See  under  “Administrative  requirements.” 

2.  Special  agricultural  units.  The  following  suggests  the  sub¬ 
jects  which  have  come  very  generally  to  be  included  in  the  course 
throughout  the  state.  Experience  seems  to  have  confirmed  the 
wisdom  of  the  selection.  A  more  extended  outline  and  discus¬ 
sion  relating  to  plans  and  methods  of  treatment  of  these  subjects 
may  be  found  under  the  heading:  “Treatment  of  Subjects.”  It 
is  expected  in  the  administration  of  this  course  that  special  ef¬ 
fort  will  be  made  to  adapt  each  subject  to  the  prevailing  inter¬ 
ests  of  each  locality.  For  example,  in  regions  where  fruit  raising 
is  of  large  practical  importance  special  emphasis  should  be  placed 
upon  horticulture  as  a  part  of  the  farm  crop  study.  In  the  north¬ 
ern  part  of  the  state  it  would  be  wise  to  put  more  emphasis  upon 
potato  raising  than  upon  corn.  In  some  regions  market  garden¬ 
ing  might  call  for  more  extensive  treatment  than  elsewhere. 

It  should  be  noted  that  while  elementary  science  is  accepted  as 
the  agricultural  subject  during  the  first  semester  of  the  first  year, 
a  distinctly  agricultural  subject  is  given  in  the  second  semester. 
Noi  course  will  be  regarded  as  acceptable  unless  such  an  agricul¬ 
tural  subject  is  included  in  the  first  year. 

ARRANGEMENT  OF  AGRICULTURAL  SUBJECTS. 

FIRST  YEAR 

Second  Semester 
Farm  Crops 

Farm  Manual  Training, 

2  periods  per  week 

SECOND  YEAR 

Farm  Crops  Farm  Animals 

Woodwork  or  Forge  work,  Woodwork  or  Forge  work, 

2  periods  a  week  2  periods  a  week 


First  Semester 
Elementary  Science 
Farm  Manual  Training, 
2  periods  per  week 


24 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


THIRD  YEAR 


Farm  Animals 
Mechanical  Drawing, 

2  periods  a  week 

FOURTH  YEAR 


Soils  and  Fertilizers 
Mechanical  Drawing, 
2  periods  a  week 


Farm  Mechanics  Farm  Management 

Cement  Work,  or  Farm  Building  Cement  Work,  or  Farm  Building 
Construction,  Construction, 

2  periods  a  week  2  periods  a  week 


3.  Combination  with  the  general  course.  The  following  suggests 
a  practical  combination  of  the  agricultural  units  with  the  genera! 
English  course.  In  calculating  the  proportionate  amount  of  time 
which  the  special  teacher  gives  to  the  agricultural  subjects  the 
work  in  farm  carpentry,  woodwork,  forge  work  and  mechanical 
drawing  may  be  counted  as  a  part  of  the  agricultural  work.  The 
addition  of  these  subjects  to  the  usual  four  subject  program  may 
be  looked  upon  as  a  departure  from  a  custom  of  some  years’  stand¬ 
ing.  However,  it  is  believed  that  if  work  is  presented  in  such  a 
way  as  to  interest  pupils  that  there  will  be  no  difficulty  in  their 
accomplishing  this  much  extra,  especially  since  these  subjects  are 
of  such  a  nature  as  to  easily  interest  boys  and,  at  the  same  time, 
call  for  a  large  amount  of  manual  rather  than  exclusive  mental 
effort.  It  is  recommended  that  these  subjects  be  given  two  peri¬ 
ods  per  week  instead  of  five  and  then  carried  through  more  than 
one  semester.  It  is  expected  that  spelling,  penmanship  and  library 
methods  will  receive  needed  attention  in  general  exercises,  in  the 
English  and  if  need  be  in  other  studies. 


COMBINED  AGRICULTURE  AND  ENGLISH  COURSE 


First  Semester 
English 
Algebra 

Elementary  Science 

Zoology  or  Botany 
Farm  Manual  Training, 
2  periods  a  week 


FIRST  YEAR 

Second  Semester 

English 

Algebra 

Botany,  Elementary  Science  or  Geo¬ 
graphy 
Farm  Crops 

Farm  Manual  Training, 

2  periods  a  week 

SECOND  YEAR 


English 

General  History 
Bookkeeping  (Farm  accounts) 
Farm  Crops 

Woodwork  or  Forge  Work, 

2  periods  a  week 


English 

General  History 
Arithmetic 
Farm  Animals 
Woodwork  or  Forge  Work, 
2  periods  a  week 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


25 


THIRD  YEAR 


English 
Geometry 
Farm  Animals 

Modern  History  or  Chemistry 
Mechanical  drawing, 

2  periods  a  week 
♦Domestic.  Science  (for  girls) 


English 

Geometry 

Soils  and  Fertilizers 

Modern  History  or  Citizenship 

Mechanical  drawing, 

2  periods  a  week 
♦Domestic  Science  (for  girls) 


FOURTH  YEAR 


American  History  and  Civics 
Physics 

Farm  Mechanics 
Reviews  or  English 
Cement  Work,  or  farm  buildim 
construction, 

2  periods  a  week 
♦Domestic  Science 


American  History  and  Civics 
Physics 

Farm  Management 
Reviews  or  English 
Cement  Work,  or  farm  building 
construction, 

2  periods  a  wreek 
♦Domestic  Science 


♦Domestic  Science  has  here  been  arranged  to  meet  the  needs  of 
small  schools  which  wish  to  allow  the  girls  to  take  agriculture  dur¬ 
ing  the  first  two  years.  It  is  perfectly  satisfactory  to  have  the 
domestic  science  given  the  first  tw'o  years  provided  some  other 
course  besides  Agriculture  is  supplied  for  the  girls  during  the  last 
two  years. 


4.  Course  with  one  unit  of  agriculture.  High  schools  often  de¬ 
sire  to  give  one  or  .two  semesters  of  agricultural  work  without  at¬ 
tempting  to  meet  the  full  requirement  for  state  aid.  The  following 
course  is  suggested  to  meet  the  needs  of  such  schools. 


COURSE  WITH  ONE  UNIT  OF  AGRICULTURE 
FIRST  YEAR 


First  Semester 
English 
Algebra 

Elementary  Science  (Physical) 
Zoology  or  Spelling  Penn,  etc. 
Manual  Training, 

2  periods  a  week 

SECOND 

English 

General  History 
Bookkeeping 

Farm  Crops  and  Soils  or  General 
Agriculture 


Second  Semester 
English 
Algebra 
Botany 
Physiology 
Manual  Training, 

2  periods  a  week 

YEAR 

English 

General  History 
Arithmetic 

Farm  Animals  of  General  Agri¬ 
culture 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


26 


English 
Geometry- 
General  History 
Geography  or  Chemistry 


THIRD  YEAR 

English 
Geometry 
English  History 
Citizenship 


FOURTH  YEAR 


English 

U.  S.  History  &  Civics 
Physics 

Reviews  (Alg.  Arith.  Gram.  Geo.) 


English 

U.  S.  History  &  Civics 
Physics 

Reviews  or  Economics 


5.  Short  Course.  This  may  be  organized  either  under  the  “Agri¬ 
culture  and  Domestic  Science  Short  Course”  law  (section  496c — 4), 
or  under  the  so-called  “Winter  Term”  law  (section  494a).  The 
former  applies  to  schools  already  giving  a  special  course  and  having 
a  specially  qualified  teacher  for  .the  special  subject.  The  course  must 
be  given  for  sixteen  weeks  and  eighty  minutes  a  day  must  be  given 
to  the  special  subject,  that  is,  agriculture  or  domestic  science,  but 
no  extra  teachers  are  required,  provided  the  work  can  be  done  by 
the  regular  teachers  without  overcrowding.  The  winter  term  law 
requires  a  separate  department  with  an  extra  teacher  employed  for 
half  the  regular  school  year.  In  this  course  any  subjects  adapted 
to  the  needs  of  pupils  may  be  offered  and  only  general  high  school 
qualifications  are  required  of  the  teacher.  The  first  law  offers 
$200  special  state  aid,  while  the  latter  allows  two-thirds  of  the  extra 
teacher’s  salary.  The  winter  term  course  has  proved  much  the  more 
popular  of  the  two  courses. 

The  following  course  has  been  tried  out  and  has  proved 
very  successful.  It  may  easily  be  adapted  to  the  needs  of  either 
plan.  The  course  covers  two  years,  with  sixteen  or  eighteen  weeks 
work  each  year.  Regular  credit  may  be  given  for  this  work  and 
pupils  may  be  admitted  to  regular  high  school  classes  as  soon 
as  their  qualifications,  in  the  judgment  of  the  principal  or  superin¬ 
tendent,  meet  the  regular  high  school  requirements.  It  is  not  ex¬ 
pected  that  the  need  for  this  short  course  will  be  permanent  in  any 
community,  since  within  two  or  three  years  it  is  probable  that  all 
students  desiring  such  a  course  will  have  completed  the  work  or 
will  have  cleared  up  back  work  so  that  they  can  enter  regular  high 
school  classes,  a  thing  which  has  resulted  in  a  great  majority  of 


cases. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


27 


SUGGESTED  COURSE. 


FIRST  YEAR 

SECOND  YEAR 

Subject. 


English— composition  and 

literar.v  reading . 

Business  arithmetic . 

Elementary  science . 

History . 

Civics . 

Agriculture  or  domestic 

science . 

Penmanship . 

Spelling  . 

.  . ^ - 

A  credit  as  here  used  indicates  a  semester  credit,  two  of  which 
are  necessary  to  make  a  regular  high  school  unit.  Spelling  and 
penmenship  should  he  required  of  pupils  only  until  they  show  a 
good  degree  of  proficiency. 

A  free  opportunity  should  be  allowed  pupils  to  make  elections  ac¬ 
cording  to  their  individual  needs.  A  special  effort  should  be  made 
to  adapt  subject  matter  to  the  interests  and  capacities  of  pupils. 
The  distribution  of  periods  per  week  for  the  different  subjects  may 
be  changed  as  thought  wdse,  but  those  given  are  intended  to  suggest 
relative  value  and  relationships.  Furthermore,  the  plan  of  giving 
less  than  five  periods  per  week  to  some  subjects  is  thought  especi¬ 
ally  desirable  in  this  course. 

The  general  science  has  wrorked  out  w^ell  as  an  introductory  half 
unit  to  the  special  agricultural  subjects  as  w^ell  as  to  the  general 
course.  Where  elections  are  possible  it  is  considered  an  advantage 
to  give  pupils  half  a  year  after  entering  high  school  before  it  is 
necessary  for  them  to  decide  whether  or  not  they  wish  to  take  the 
agricultural  course.  Furthermore,  the  general  science  is  as  valu¬ 
able  for  girls  as  boys,  serving  as  a  splendid  introduction  to  domestic 
science  or  to  any  other  science  work.  Again,  it  is  usually  im¬ 
possible  to  begin  any  project’  work,  certainly  in  the  line  of  farm 
crops,  before  the  middle  of  the  first  year.  It  is  thus  easily  possible 
with  this  arrangement  of  the  course,  to  start  the  project  work  im¬ 
mediately  as  soon  as  the  special  agricultural  subjects  are  begun. 

It  is  considered  a  decided  advantage  to  carry  the  farm  plant  life 
work  through  the  plant  season  which  determines  the  farmer’s  year, 
rather  than;  through  the  school  year.  This  arrangement  makes  it 
possible  to  link  the  work  up  much  more  closely  with  the  actual  ac¬ 
tivity  of  the  farm  and  carry  out  a  seasonal  plan  of  treatment  rather 
than  one  based  wholly  upon  a  supposed  logical  arrangement  of  sub- 


Periods 
per  week. 

Credit. 

Subject. 

Periods 

per  week. 

Credit. 

5 

1 

English— composition  and 
literary  reading . 

5 

1 

5 

1 

■  Business  arithmetic . 

5 

1 

4 

% 

Elementary  science . 

4 

% 

3 

% 

Geography . 

3 

% 

2 

% 

History . 

2 

% 

4 

Vs 

Agriculture  or  domestic 
science . 

4 

Vs 

2 

% 

Penmanship . 

2 

% 

2 

% 

i  Spelling . 

2 

% 

28 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


ject  matter.  At  the  same  time,  it  is  possible  to  bring  about  the 
closest  correlation  between  the  project  work  and  the  regular  class 
instruction. 

In  the  course  as  formerly  outlined  in  the  high  school  manual,  the 
soils  work  is  given  in  the  last  half  of  the  second  year.  This  has 
been  changed  by  substituting  the  first  semester  of  animal  study 
and  moving  the  soils  work  to  the  last  half  of  the  third  year.  This 
is  believed  an  improvement  which  works  to  the  advantage  of  both 
subjects.  The  animal  study,  and  especially  the  part  dealing  with  the 
dairying  and  poultry  study,  has  a  special  advantage  in  the  earlier 
part  of  the  course  because  of  its  ready  appeal  to  the  practical  inter¬ 
ests  of  young  high  school  pupils  and  because  of  the  interesting 
nature  of  the  projects,  field  work,  etc.,  in  this  line.  This  is  espe¬ 
cially  true  because  of  the  natural  interest  of  young  people  in  the 
companionship  and  activity  of  animals  and  also  because  of  evident 
economic  values  which  are  quickly  realized  from  animal  projects 
such  as  the  keeping  of  a  flock  of  poultry,  the  testing  of  milk  or 
the  raising  of  a  calf  or  pig.  Again,  if  it  is  necessary  as  it  is  in  some 
small  high  schools  to  have  the  girls  take  the  agriculture  through 
the  first  two  years  of  the  high  school  course,  the  animal  wrork  is  far 
more  interesting  and  profitable  to  them  than  the  soils. 

There  is  advantage  also  on  the  side  of  the  soils  in  having  this 
topic  placed  farther  along  in  the  course.  This  subject  though  very 
important,  is  yet  one  of  the  most  difficult  in  the  course  to  present 
in  an  interesting  and  effective  way.  Greater  maturity  on  the  part 
of  the  pupils  and  larger  general  training  especially  along  the 
science  lines,  helps  decidedly  in  making  the  presentation  of  this 
topic  easier  and  more  effective.  There  Seems  little  question  but  that 
the  senior  year  offers  the  best  place  for  the  presentation  of  the 
farm  mechanics  and  farm  management. 

A  wrord  further  about  the  two  periods  a  week  in  manual  training, 
mechanical  drawing,  etc.,  which  has  been  suggested  throughout  the 
course.  These  lines  of  manual  work  are  interesting  to  all  high 
school  boys  but  especially  to  boys  just<  entering  the  high  school. 
They  are  generally  so  eager  to  do  such  work  that  they  are  ready 
to  spend  much  time  beyond  that  regularly  required  in  completing 
projects  in  hand.  It  is  not  believed  that  the  three  hours  a  week 
called  for  in  addition  to  the  time  devoted  to  the  regular  four  units 
of  work  will  prove  an  over  burden  to  any  student,  while  on  the 
contrary  the  work  will  not  only  have  the  greatest  practical  value  in 
connection  with  agriculture,  but  will  serve  as  an  especial  aid  in  in¬ 
teresting  pupils  in  the  course  at  its  Very  beginning  as  well  as  give 
a  valuable  training  irrespective  of  the  agriculture. 

In  schools  having  manual  training  departments  it  ought  usually 
to  be  possible  to  provide  special  classes  for  the  agriculture  pupils, 
but  if  not,  it  ought  not  to  be  at  all  difficult  to  differentiate  the  work 
for  different  pupils  so  that  agriculture  pupils  and  others  may  carry 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


29 


along  their  work  together.  In  the  smaller  schools  where  no  man¬ 
ual  training  course  is  offered,  two  or  more  benches  and  sufficient 
space,  either  in  one  part  of  the  agriculture  room  or  in  some  other 
convenient  place,  should  be  provided  for  the  carrying  on  of  this 
work.  Mechanical  drawing  tables  or  desks  can  usually  be  made  by 
the  pupils.  It  is  strongly  urged  that  all  schools  giving  the  agricul¬ 
ture  course  provide  one  or  more  forges  for  carrying  on  the  forge 
work.  Some  place  in  the  basement  can  usually  be  found  for  the 
cement  work.  In  one  school  in  the  state  a  cement  block  shop  has  been 
erected  by  the  agriculture  pupils.  In  this  shop  carpentry,  forge 
work,  mechanical  drawing  and  cement  work  are  all  provided  for. 


V— GENERAL  METHODS  AND  LINES  OF  WORK. 

1.  General  Plan.  The  general  plan  of  work  should  include  the 
following  lines: 

a.  Field  work  in  which  provision  is  made  for  a  first  hand 
study  of  the  best  agricultural  material  in  the  community, — e.  g. 
selecting  seed  corn  from  a  field,  studying  a  local  dairy  herd,  visit¬ 
ing  a  fair  or  poultry  show,  studying  and  setting  up  farm  machinery 
at  the  warehouse  of  some  dealer. 

b.  Observation  and  experiment  in  which  proper  laboratory  in 

struction  should  be  given  with  materials  in  the  hands  of  pupils 
so  as  to  furnish  an  adequate  basis  for  an  understanding  of  the 
principles  of  the  subject.  > 

c.  Class  instruction  in  which  the  assignment  of  definite  les¬ 
sons  should  be  combined  with  teaching,  testing  and  drilling  in  such 
a  way  as  to  insure  adequate  organization  and  application  of  the 
facts  and  principles  of  the  subject.  A  good  text  should  usually 
serve  as  a  guide  and  as  a  chief  source  of  information. 

d.  Practical  projects  in  which  actual  farm  practice  is  carried 
out  in  such  a  way  as  to  secure  a  productive  result  which  should 
be  accompanied  by  a  systematic  account.  Such  projects  may  in¬ 
clude  school  or  class  projects  and  home  or  individual  projects. 

e.  Contests  and  exhibits  which  may  be  arranged  in  connection 
with  local  fairs  or  exhibits,  but  best  of  all  in  connection  with  a 
“Harvest  Festival”  program  for  the  whole  school.  At  this  time 
there  should  be  an  exhibition  of  products  resulting  from  the  pro¬ 
jects  and  a  general  rounding  up  of  the  productive  side  of  the  work 
in  such  a  way  as  to  impress  pupils  with  the  worth-whileness  of  the 
work  and  appeal  to  the  interest  and  pride  of  the  whole  community 
in  the  results  of  the  course. 

f.  Manual  training  work  related  to  farm  needs,  such  as  farm 
carpentry,  forge  work,  mechanical  drawing,  cement  work,  and  farm 


30 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


building  construction.  These  have  been  especially  provided  for  in 
the  course  and  will  be  outlined  under  treatment  of  subjects. 

g.  Community  or  extension  work  such  as  institutes,  farmers’ 
exhibits,  short  courses,  cooperative  plans  among  the  farmers,  etc., 
operated  in  the  interests  of  the  whole  community. 

2.  Field  Work.  The  field  work  is  of  special  importance  in  this 
course.  The  purpose  should  be  to  utilize  for  study  the  best  agri¬ 
cultural  materials  and  methods  of  the  locality.  Furthermore,  pu¬ 
pils  should  by  all  means  see  the  application  of  what  they  are  study¬ 
ing  at  school  to  the  actual  conditions  of  the  farm.  Pupils  living 
on  the  farm  have,  of  course,  an  acquaintance  with  many  things 
and  a  knowledge  ,of  common  practices,  but  it  is  of  the  utmost 
Importance  that  even  such  pupils  should  have  large  opportunity  to 
make  applications  under  the  direction  of  t^e  teacher,  and  also  that 
all  the  pupils  should  have  a  chance  to  observe  the  best  things  that 
can  be  reached  in  every  line. 

In  many  cases  the  main  business  of  a  field  trip  would  be  the 
observation  and  study  of  materials  or  methods  related  to  the  in¬ 
struction  work.  The  following  are  mainly  of  this  sort:  studying 
a  dairy  herd,  observing  any  pure  bred  stock,  visiting  a  fair,  a  poul¬ 
try  show  or  other  exhibit,  visiting  a  creamery,  visiting  a  seed  house 
or  feed  store,  visiting  gardens  or  greenhouse,  studying  the  land¬ 
scape  work  in  a  park  or  yard,  studying  the  construction  of  the  best 
barns  and  buildings,  visiting  a  demonstration  farm  or  orchard,  mak¬ 
ing  a  trip  to  a  machinery  warehouse,  visiting  stockyards,  ob¬ 
serving  results  of  liming  soil,  observing  new  and  improved  varie¬ 
ties  of  grains.  In  other  cases,  there  may  be  a  definite  piece  of 
work  involving  the  best  practice,  which  should  actually  be  done 
in  the  field  or  on  the  farm,  under  the  direction  of  the  teacher. 
The  following  are  examples:  judging  stock  at  farms,  at  stockyards, 
at  stables  or  at  any  stock  exhibit,  spraying  fruit  trees,  selecting 
corn  in  the  field,  selecting  and  judging  potatoes  in  the  field  or  at 
a  warehouse,  collecting  weed  and  grain  samples,  collecting  insect 
materials,  treating  plants  for  disease,  gathering  data  for  farm  man¬ 
agement  problems,  setting  up  machinery  on  the  farm  or  at  a  ware¬ 
house. 

This  line  of  work  should  be  regarded  as  a  very  important  and 
essential  part  of  the  plan  of  developing  each  subject.  It  should 
not  be  looked  upon  as  outside  or  as  supplementary  work.  The 
farm  and  the  field  furnish  the  most  important  laboratory  of  the 
course,  through  this  must  be  supplemented  by  considerable  inside  lab¬ 
oratory  work.  It  is  the  business  of  the  agricultural  teacher  with 
the  help  and  advice  of  the  principal  to  arrange  a  program  which 
provides  for  this  work.  As  far  as  possible  it  should  be  done  at  the 
time  assigned  to  the  work  on  the  daily  program.  Where  more  time 
is  demanded  the  class  may  be  excused  at  the  regular  hour  and  a 
time  arranged  after  school  or  on  Saturday.  It  may  be  necessary 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


31 


to  have  pupils  excused  occasionally  from  one  or  more  classes  in 
order  that  they  may  get  in  a  trip  which  is  difficult  to  arrange  in  any 
other  way.  The  principals  of  schools  having  this  department 
should  see  to  it  that  sufficient  flexibility  is  allowed  in  the  general 
program  to  make  these  trips  possible  for  the  agriculture  class. 


STOCK  JUDGING  AT  DODGEVILLE  HIGH  SCHOOL, 

Sometimes  a  half  day  trip  may  be  necessary.  It  is  helpful  to  ar¬ 
range  the  program  of  pupils  in  this  course  so  that  their  general 
course  work  comes  in  the  morning  as  far  as  possible,  and  the  agri¬ 
culture  in  the  afternoon.  It  should  not,  however,  be  felt  or  un¬ 
derstood  that  the  field  work  is  extra  and  must  be  done  in  addition 
to  the  work  of  the  regular  periods.  Needed  field  work  is  a  regu- 


32 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


ular  part  of  the  work  and  regular  time  should  be  used  for  it  so  far 
as  the  nature  df  the  trips  will  permit. 

Many  of  the  field  trips  may  be  within  easy  walking  distance  but 
where  it  is  necessary  to  go  farther  the  provision  of  suitable  con¬ 
veyances  becomes  an  important  problem.  It  has  frequently  been 
found  possible  to  provide  these  through  the  boys  in  the  course 
who  are  able  to  furnish  autos  or  other  conveyances.  In  other  cases 
owners  of  pure  bred  stock  or  other  farm  equipment  are  often  glad 
to  drive  in  to  take  the  boys  out  to  their  farms.  Often  owners  of 
automobiles  who  live  near  the  school  and  who  are  interested  in  the 
course  are  willing  to  donate  the  use  of  their  machines  for  long  dis¬ 
tance  trips.  It  will  not  often  happen  that  railroad  transportation 
will  be  necessary  for  any  trip.  However,  occasionally  some  such 
trip  may  be  of  unusual  value.  In  such  cases  it  will  generally  be 
the  best  plan  to  expect  each  pupil  to  provide  fbr  his  own  personal 
expense.  However,  school  boards  have  sometimes  been  willing  to 
provide  money  to  meet  such  needs.  In  still  other  cases  classes  have 
earned  the  money  through  some  form  of  school  activity.  It  is  the 
business  of  the  agricultural  teacher  to  work  out  in  cooperation 
with  the  pupils  ways  and  means  for  carrying  out  an  effective  pro¬ 
gram  of  field  work. 

In  all  the  field  work  the  fullest  cooperation  should  be  sought 
especially  of  the  advisory  committee.  At  the  same  time,  there 
should  be  an  effort  made  to  secure  the  cooperation  and  help  of 
farmers  and  others  in  the  community,  not  only  in  securing  convey¬ 
ances  for  field  trips,  but  also  in  locating  the  best  things  and  in  se¬ 
curing  valuable  demonstrations.  The  most  effective  kinds  of  exten¬ 
sion  or  community  work  usually  grows  up  through  such  coopera¬ 
tion.  Likewise,  community  interest  and  support  are  very  much  in¬ 
creased. 

As  a  regular  part  of  the  work,  the  field  study  demands  as  care¬ 
ful  planning  and  as  systematic  direction  as  any  other  part  of  the 
work.  Generally  some  preliminary  study  or  discussion  is  neces¬ 
sary  to  give  a  clear  idea  of  the  purpose  of  the  trip  'and  to  raise 
questions  and  problems  for  study.  It  is  very  desirable  that  an  out¬ 
line  of  these  questions  should  be  placed  in  the  hands  of  the  pu¬ 
pils.  These  may  be  mimeographed  or  copied  by  the  pupils  in  their 
notebooks.  There  is  also  need  for  frequent  class  discussion  dur¬ 
ing  ithe  trip  to  see  what  pupils  have  observed  and  whether  they 
are  working  out  the  problems  in  hand.  If  it  is  found  that  some 
are  failing  to  give  concentrated  attention  or  have  their  minds  on 
other  things,  they  can  be  required  to  review  their  observations  and 
study  the  questions  further  while  the  material  is  still  at  hand  for 
study.  Each  pupil  should  keep  careful  notes  on  the  results  of  the 
trip.  Such  notes  Isbould  be  put  into  some  good  tabulated  form 
wherever  possible  and  the  whole  should  be  put  into  good  shape 
and  made  a  part  of  a  permanent  record.  Such  notes  are  more 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


33 


valuable  than  many  of  the  tedious  notes  which  are  often  required 
in  connection  with  inside  laboratory  work.  If  pupils  are  made  to 
feel  that  an  intelligent  written  account  will  be  expected,  showing 
results  of  problems  worked  out,  they  will  be  strongly  stimulated 
to  give  business  like  attention  and  to  round  up  definite  results.  It 
is  only  through  accurately  recorded  observations  of  this  kind  that 
the  work  may  be  given  real  scientific  value.  The  teacher  will  have 
no  more  important  problem  in  the  work  than  that  of  organizing- 
strong  teaching  work  in  connection  with  the  field  trip.  The  hap¬ 
hazard,  good  time  sort  of  trip  which  is  so  easy  to  fall  into,  should 
have  no  place  in  the  work  of  this  course.  For  further  suggestions 
on  students’  notes  see  under  “Notebooks.” 

3.  Laboratory  Experiment  and  Observation.  This  work  should 
be  very  closely  related  to  the  field  work.  Much  of  the  material  ob¬ 
served  and  collected  on  the  field  trips  demands  a  more  careful  study 
than  is  possible  in  the  field.  Such  study  should  be  carried  on  in 
the  laboratory  with  arrangements  so  that  sludents  may  be  seated 
about  tables  with  material  in  hand  and  with  suitable  apparatus  for 
the  work.  Such  work  should  have  the  most  careful  direction  from 
the  teacher.  The  problem  is  not  one  of  working  out  by  the  aid 
of  some  laboratory  manual  a  standard  set  of  experiments  which  has 
been  formulated  by  some  specialist  who  has  little  knowledge  of  the 
pupils  or  of  vital  problems  in  the  locality.  Such  manuals  may  be 
very  helpful  in  giving  suggestions  and  in  describing  reliable  meth¬ 
ods  for  the  help  of  the  teacher,  but  in  the  hands  of  the  pupils  they 
are  likely  to  result  in  a  blind  and  unintelligent  following  of  direc¬ 
tions  without  any  real  motive  ,'and  perhaps  no  appreciation  of  any 
Drinciples  involved.  Such  manuals  in  the  hands  of  pupils  tend 
likewise  to  develop  an  irresponsible  if  not  a  shiftless  attitude  on 
the  part  of  the  teacher  toward  this  phase  of  the  work. 

What  is  needed  for  effective  laboratory  work  is  the  most  skill¬ 
ful  kind  of  teaching  while  the  pupils  are  at  work  with  material  in 
hand.  In  fact  the  laboratory  work  to  be  effective  must  constitute 
a  closely  related  and  inseparable  part  of  the  complete  method 
which  culminates  in  the  formal  class  exercise  or  so-called  recita¬ 
tion.  There  should  be  a  free  opportunity  to  organize  the  class  for 
discussion  at  any  time  during  the  laboratory  period  and  likewise 
questions  should  be  referred  back  frequently  from  the  class  dis¬ 
cussion  to  the  laboratory  for  further  experiment  or  observation. 

It  is  of  the  utmost  importance  that  the  laboratory  study  should 
arouse  the  pupil’s  best  and  most  concentrated  thinking.  Much 
current  laboratory  work  fails  utterly  to  do  this  for  the  reason  that 
it  lacks  any  purpose  or  motive  which  appeals  to  the  pupil.  It  has 
been  said  that  the  first  step  in  any  good  thinking  is  a  problem  in 
the  pupil’s  mind  which  to  him  is  worthwhile.  This  means  a  defi¬ 
nite  problem,  an  intelligent  understanding  of  it  by  the  pupil  and  a 
motive  for  working  it.  Problems  grow,  out  of  the  experiences  and 


3 


34 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


situations  of  life.  The  trouble  with  the  usual  laboratory  manual 
method  is  that  the  problem  of  an  experiment  has  no  connection 
with  the  pupil’s  experiences,  but  is  made  by  the  teacher  or  special¬ 
ist  and  imposed  upon  the  pupil  according  to  some  supposed  logical 
order  fcr  the  mature  mind.  Often  this  supposed  order  is  only  con¬ 
fusion  to  the  pupil.  Either  he  does  not  see  the  problem  at  all 
and  therefore  goes  blindly  at  work  to  follow  directions  or,  if  he 
does  see  the  problem,  he  sees  no  connection  with  his  own  experi¬ 
ences  and  therefore  has  no  motive,  unless  an  artificial  one,  for 
trying  to  work  the  experiment. 

Again  the  next  step  in  any  good  thinking  after  having  a  problem 
and  a  motive  for  trying  to  solve  it,  is  to  begin  to  think  out  a 
method  of  working  it.  The  laboratory  manual  wholly  deprives 
the  student  of  this  step  and  not  only  imposes  the  problem  upon  him 
and  depends  largely  upon  an  artificial  motive,  but  it  imposes  also 
a  complete  method  fcr  the  solution.  What  is  needed  is  more  lab¬ 
oratory  teaching  and  less  turning  of  students  loose  in  the  labora¬ 
tory  to  work  out  tasks  imposed  from  without.  There  should  be 
more  use  of  the  laboratory  for  working  out  of  problems  which  have 
been  formulated  by  the  pupils  themselves  out  of  their  own  ex¬ 
periences,  under  the  guidance  of  a  teacher  who  has  an  under¬ 
standing  of  what  problems  are  useful  in  developing  the  principles 
of  the  subject. 

A  line  of  procedure  based  upon  the  above  considerations  would 
proceed  somewhat  as  follows:  First,  pupils  are  organized  as  a 
class  about  tables  in  the  laboratory,  with  material  for  observation 
or  experiment  ready  at  hand.  Then  the  teacher  begins  a  prelimin¬ 
ary  study  in  which  pupils  are  asked  questions  concerning  their 
previous  experiences  along  the  line  of  the  topic  of  the  day.  Nat¬ 
ural  situations  and  common  experiences  are  brought  before  the 
class  and  out  of  these  the  teacher  by  skillful  questioning  will  lead 
the  pupils  to  formulate  many  problems  which  are  full  of  vital  in¬ 
terest  to  the  pupils  because  they  are  the  outgrowth  of  actual  ex¬ 
perience.  A  skillful  teacher  will  even  seek  for  those  things  which 
especially  interest  pupils  by  such  questions  as  this:  “What  things 
are  there  in  the  line  of  this  topic  which  you  would  like  to  find 
out?” 

When  these  problems  have  been  raised  and  interest  has  been 
stimulated,  then  the  next  step  is  to  select  certain  problems  and  by 
further  questioning  lead  the  pupils  to  work  out  a  method  of  solv¬ 
ing  these  problems.  Of  course,  pupils  cannot  be  allowed  to  waste 
time  in  trying  out  every  line  of  their  suggestions,  but  by  wise 
direction  on  the  part  of  the  teacher  pupils  are  led  to  see  the  de¬ 
fects  in  their  suggestions  and  a  workable  method  of  procedure  is 
finally  agreed  upon.  Some  of  these  questions  may  call  for  care¬ 
ful  observation  of  materials  at  hand  or  certain  experiments  may 
need  to  be  performed.  The  observations  as  well  as  the  experi- 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


35 


merits  should  follow  the  problem  method.  Questions  by  the  teacher 
drawn  from  common  experience  should  furnish  the  motive  to  di¬ 
rect  the  observations.  Pupils  themselves  should  be  stimulated  to 
ask  good  questions. 

To  illustrate  suppose  “a  study  of  the  corn  seed”  is  the  topic  of 
the  day.  Questions  like  the  following  should  mark  out  the  ap¬ 
proach  in  the  study  of  this  topic:  What  must  a  farmer  provide 
in  order  to  raise  a  crop  of  corn?  Why  does  he  test  his  seed?  What, 
difference  between  a  kernel  of  corn  that  will  grow  and  one  that 
will  not?  (One  is  alive  and  the  other  is  dead).  How  important  is 
this  difference?  If  this  seed  is  to  produce  a  young  corn  plant 
what  would  you  naturally  look  for  in  the  seed?  What  parts  does 
a  young  corn  plant  have?  See  if  you  can  find  corresponding  parts 
in  the  young  plant  within  the  seed.  What  is  necessary  to  make  a 
pig  or  any  other  young  animal  grow?  What  would  this  young 
plant  have  to  have  for  growth?  Before  the  roots  of  the  young 
plant  become  fixed  in  the  soil,  how  is  the  young  plant  going  to  get 
food?  See  if  you  can  find  out  where  this  food  is  stored  in  th@ 
seed.  If  a  young  corn  plant  is  pulled  out  of  the  ground  what 
happens  to  it?  Why?  Find  out  how  the  young  corn  plant  in  the 
seed  is  protected  from  wilting  and  drying.  What  happens  to  a  per¬ 
son  who  is  deprived  of  air?  How  does  this  young  plant  in  the 
seed  get  air?  Find  out  how  the  young  plant  in  the  kernel  of  corn 
is  connected  with  the  food  supply.  In  some  seeds  the  food  supply 
is  in  this  part  which  is  connected  directly  with  the  young  plant. 
Now  would  you  like  to  know  what  the  botanist  calls  these  parts 
so  that  you  can  speak  about  them  accurately  and  quickly?  Why 
have  names  for  things?  We  shall  have  drill  on  these  names  till 
we  get  them  well  associated  with  the  parts  to  which  they  belong. 
(Give  a  large  amount  of  such  drill.)  Find  all  of  these  parts  using 
soaked  as  well  as  dry  seeds.  Find  the  parts  in  sections  of  the 
seeds.  How  many  different  sections  can  you  make?  Make  some 
rapid  sketches  to  show  parts  and  label  each  neatly.  Study  a  bean 
seed  in  a  similar  way  and  then  write  a  comparison  showing  simi¬ 
larities  and  differences.  It  will  be  observed  here  that  develop¬ 
ment  of  knowledge  has  been  by  meeting  a  problem  at  each  step 
and  working  this  out  by  reference  to  previous  knowledge  or  to 
new  observations.  The  illustration  may  be  taken  as  typical.  Modi¬ 
fications  of  it  will  be  necessary,  of  course,  in  special  cases,  but  the 
general  method  is  fundamental  to  good  laboratory  teaching. 
Questions  and  problems  may  sometimes  be  worked  out  best  by  ob¬ 
servations  or  simple  experiments  at  home  or  by  a  visit  to  some 
field  or  shop.  Frequently,  however,  experiments  readily  adapt  them¬ 
selves  to  laboratory  manipulations.  Sometimes,  the  whole  class 
may  work  the  same  experiment,  but  in  many  cases  different  indi¬ 
viduals  or  different  groups  may  work  different  experiments.  After 
the  work  has  progressed  to  a  stage  where  a  convenient  unit  of  work 


36 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


has  been  completed  the  class  may  be  called  together  for  further 
discussion  to  find  out  whether  work  has  been  properly  done  and 
whether  good  thinking  has  accompanied  it.  After  full  discussion 
some  things  may  profitably  be  put  into  good  form  in  a  notebook 
and  perhaps  some  sketches  made.  In  some  cases  the  field  trip 
will  furnish  the  most  effective  means  of  providing  experience  at 
a  certain  stage.  This  should  be  conducted  with  the  idea  of  mak¬ 
ing  it  a  teaching  exercise  on  the  same  plan  as  already  outlined. 


THE  PUPIL’S  NOTEBOOK. 

Each  student  should  keep  a  careful  notebook  in  which  should  ap¬ 
pear  an  intelligent  record  of  what  has  been  learned  in  connection 
with  the  laboratory  and  field  study.  Such  a  book  should  serve  the 
practical  purpose  of  furnishing  a  memorandum  for  the  pupils’  fu¬ 
ture  reference  and  also  as  evidence  to  the  teacher  that  the  pupils 
have  made  the  study  required  and  have  gained  correct  ideas.  Veny 
little  information  taken  from  books  or  from  other- sources  outside 
the  pupils’  own  direct  observations  should  be  included.  In  all 
cases  where  such  material  is  included  as  a  help  in  giving  needed 
explanations,  the  source  of  such  information  should  be  indicated. 
Elaborate  organization  of  subject  matter  in  the  notebook  is  re¬ 
garded  as  a  great  waste  of  time.  Long  and  tedious  tabulations 
and  the  filling  in  of  formal  outlines  should  usually  be  avoided. 
The  notebook  should  show  in  a  direct  and  intelligent  way  just  what 
the  pupil  has  observed,  what  thinking  he  has  done  and  what  inter¬ 
pretations  and  conclusions  he  has  reached. 

Such  an  account  may  take  the  form  of  description  or  discus 
sion,  but  frequently  may  be  in  the  form  of  suitable  drawings  or 
sketches.  Such  drawings  should  be  neat  und  give  an  accurate  idea 
of  the  object  or  objects  represented  but  they  should  at  the  same 
time  be  made  rapidly.  This  form  of  drawing  is  a  means  of  expres¬ 
sion  rather  than  a  means  of  making  an  attractive  drawing  for  ex¬ 
hibition  or  publication.  Laborious  and  tedious  drawings  with 
great  attention  to  minute  details  should  be  especially  avoided.  Fre¬ 
quently  a  sketch  or  drawing  may  take  the  place  of  considerable 
description.  A  neat  tabulation  for  all  numerical  data  is  desirable, 
but  too  intensive  and  technical  tabulation  should  be  avoided.  It 
must  be  remembered  that  the  usual  high  school  student  has  very 
limited  ability  as  a  statistician. 

It  is  especially  important  that  good  notes  should  be  kept  on  the 
field  trips  and  in  connection  with  the  home  projects.  The  tend¬ 
ency  is  very  strong  to  make  the  field  trip  a  kind  of  holiday  ex¬ 
cursion  in  which  the  jolly  good  time  spirit  has  chief  prominence. 
One  of  the  best  means  of  holding  pupils  to  definite  work  is  to  ex¬ 
pect  of  them  well  organized  notes  on  the  work.  On  the  other  hand, 
it  cannot  be  too  'much  emphasized  that  nothing  can  more  easily 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


37 


dull  and  destroy  interest  and  enthusiasm  in  science  work  than  tedi¬ 
ous  and  irksome  notes  and  drawings  in  connection  with  laboratory 
work. 

The  loose  leaf  notebook  is  recommended  as  having  many  advan¬ 
tages,  and  the  use  of  uniform  covers  for  all  students  is  very  desirable. 
It  is  sometimes  a  convenience  to  have  pupils  supplied  with  a  small 
pocket  notebook  for  use  on  field'  trips  to  avoid  getting  regular  covers 
worn  and  soiled.  The  field  notes  may  then  be  transferred  to  the  regu¬ 
lar  book.  However,  the  general  practice  of  rewriting  notes  is  not  to 
be  encouraged.  It  results  in  too  great  a  sacrifice  of  time  and  further¬ 
more,  it  is  important  that  the  habit  of  making  usable  notes  at  the  time 
observations  or  experiments  are  carried  out  should  be  cultivated. 

The  notebooks  should  be  inspected  occasionally  by  the  teacher.  This 
inspection  should  be  more  frequent  in  the  early  part  of  a  term  or 
semester  in  order  that  pupils  may  at  the  very  beginning  learn  to  make 
good  notes.  The  pupil  should  be  made  to  feel  that  the  notes  are  Tor 
his  own  benefit  rather  than  for  the  teacher.  The  habit  of  marking- 
notebooks  by  weeks  or  even,  by  months  and  then  letting  the  notebook 
record  count  as  ipart  credit  on  the  course  is  h  bad  practice,  which 
usually  stimulates  pupils  to  copy  work  from  others  or  to  hand  in  re¬ 
ports  of  work  not  actually  done.  Furthermore,  the  notebook  often 
gives  a  very  false  idea  of  the  actual  merits  of  pupils’  work.  The  tend¬ 
ency  is  to  develop  exhibition  notebooks  which  show  very  little  of  the 
real  value  of  the  work.  Again,  the  slavish  habit  of  looking  over  and 
grading  great  piles  of  notebooks  is  likely  to  consume  far  too  much  of 
the  conscientious  teacher’s  time.  At  the  same  time,  the  teacher 
should  see  to  it  that  notes  are  neatly  kept,  that  they  show  evidence 
of  faithful  work  and  that  good  habits  of  English  are  followed.  The 
problem  of  developing  good  English  in  the  high  school  is  just  as 
much  a  duty  here  as  in  the  English  classes. 

4.  Class  Instruction.  As  has  been  stated,  this  follows  as  a  nat¬ 
ural  and  inseparable  part  of  the  method  begun  in  the  laboratory  out¬ 
lined  above. 

When  a  convenient  amount  of  laboratory  work  has  been  rounded  up 
in  this  way,  then  a  textbook  lesson  may  be  assigned  in  connection  with 
a  review  of  all  the  laboratory  work.  The  text  furnishes  fuller  author¬ 
itative  information  and  helps  the  pupil  to  organize  all  his  knowledge 
about  certain  principles  and  more  general  ideas.  In  the  next  class 
period  the  teacher  helps  pupils  in  this  organization  by  questions  which 
stimulate  further  thought.  At  the  same  time  the  pupils  can  be  held 
for  knowledge  gained  from  the  book.  Still  further,  wider  understand¬ 
ing  can  be  developed  and  practical  applications  can  be  made.  In  ihis 
exercise,  when  ideas  have  been  fully  worked  out  and  are  clearly  urder- 
stood,  technical  names,  whenever  needed,  may  be  presented  and  the 
teacher  may  assist  pupils  in  forming  a  close  association  between  these 
ideas  or  structures  and  the  terms  which  are  applied  to  them.  Finally, 
definitions  may  be  formulated  and  formulae  worked  out,  provided  these 
are  not  too  technical.  It  will  be  observed  here  that  definitions  and 


38 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


formal  statements  are  the  final  and  not  the  first  step  in  organizing  and 
rounding  up  a  topic.  By  far  the  most  common  method  of  recitation 
observed  in  most  classrooms  is  the  exact  reverse  of  that  outlined  here; 
that  is,  definitions  and  abstract  statements  are  called  for  at  the  be¬ 
ginning  instead  of  at  the  end.  After  these  are  stated  by  pupils  the 
teacher  then  asks  to  have  them  illustrated  by  concrete  examples.  It 
will  be  apparent  that  this  common  method  compels  the  pupil  at  once 
to  fall  back  upon  his  memory  of  what  the  book  said.  This  textbook 
plan  is  especially  poor  in  meeting  the  needs  of  the  agriculture  work. 
Mere  reciting  of  textbook  knowledge,  especially  in  this  subject,  is 
likely  to  result  in  lifeless,  parrot-like  work  which  develops  little  or  no 
interest  and  which  has  small  value.  Agriculture  above  all  other  sub¬ 
jects,  if  it  is  to  have  any  vocational  value  must  rise  above  this 
method. 

A  further  step  in  the  complete  program  should  consist  of  review  and 
summary  in  which  good  organization  of  knowledge  is  insisted  upon 
and  in  which  adequate  practice  and  drill  are  given  to  enable  pupils 
to  gain  as  large  a  mastery  as  possible  of  the  material. 

A  final  step  in  rounding  up  any  topic  may  consist  of  the  assignment 
of  special  supplementary  topics  which  call  for  more  extended  study  of 
available  sources  of  information,  along  the  line  of  the  most  practical 
phases  of  the  subject.  These  assignments  furnish  one  of  the  very  best 
opportunities  to  adapt  the  work  to  the  varying  interests  and  capacities 
of  the  students  of  the  class.  For  this  reason  the  teacher  should  aim 
to  let  each  pupil  select  topics  along  the  line  of  his  leading  interests. 
Furthermore,  many  of  these  topics  will  be  suggested  by  problems  which 
have  been  raised  in  the  class  discussion. 

While  mere  reciting  out  of  a  textbook  should  by  all  means  be  avoided, 
a  good  textbook  should  nevertheless  be  placed  in  the  hands  of  the 
pupils  and  made  the  basis  of  the  work  in  each  subject.  Bulletins 
and  other  references  may  then  be  used  to  great  advantage  as,  supple¬ 
mentary  material.  Without  a  text,  the  work  in  the  hands  of  the  ordi¬ 
nary  teacher,  is  likely  to  be  indefinite,  disconnected  and  unsatisfactory. 
There  is,  furthermore,  an  advantage  in  the  thorough  acquaintance  with 
a  standard  text  which  comes  by  continued  use  and  which  is  lost  by  too 
frequent  changes.  In  the  use  of  a  text,  however,  teachers  should  be 
constantly  on  their  guard  that  the  work  shall  not  be  made  too  techni¬ 
cal  and  difficult  for  high  school  pupils.  The  injurious  effect  of  this 
error  in  the  past  in  nearly  all  lines  of  high  school  work  and  especially 
in  science  are  generally  recognized  and  there  should  be  earnest  effort 
to  avoid  this  mistake  in  this  new  subject  if  it  is  to  be  made  vital. 

For  both  the  laboratory  work  and  for  the  more  formal  class  instruc¬ 
tion  there  should  be  a  good  supply  of  illustrative  material.  Such  ma¬ 
terials  should  include  materials  brought  in  by  pupils  or  teachers  for 
temporary  use,  mounted  specimens,  pictures,  charts,  farm  utensils,  etc. 
A  lantern  with  a  good  collection  of  slides  is  also  a  most  valuable  help 
in  making  the  instruction  concrete  and  real.  Every  school  giving  this 
course  should  have  a  special  room  and  cupboards  provided  with  suit- 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


39 


able  shelves  and  drawers  where  such  materials  may  be  gathered  to¬ 
gether  and  arranged  so  that  they  may  be  quickly  available  for  use. 
See  under  “Equipment  and  Illustrative  Materials”  for  further  sug¬ 
gestions  along  this  line.  See  also  comments  on  “Field  Work,”  “Lab¬ 
oratory  Observation  and  Experiment”  and  “Recitation  Work”  under 
Botany  and  “General  Statement”  under  Science  in  the  high  school 
manual. 

The  so-called  lecture  method  should  have  small  place  in  secondary 
school  work  and  especially  in  the  subject  of  agriculture.  High  school 
pupils  have  little  power  of  getting  definite  knowledge  in  this  way  and 
few  teachers  are  capable  of  holding  interest  or  attention  in  material 
thus  presented.  The  conference  plan  with  the  give  and  take  of  ques¬ 
tions  and  discussions,  based  on  assigned  lessons,  furnishes  the  most 
stimulating  atmosphere  for  good  thought  as  well  as  for  holding  pupils 
for  definite  preparation  and  results.  Pupils  themselves  should  be  en¬ 
couraged  to  ask  questions  and  originate  discussion  provided  this  is 
done  in  the  right  spirit.  It  is  likely  to  be  especially  wasteful  of  time 
and  energy  to  attempt  to  give  pupils  information  or  directions  by  the 
dictation  of  notes.  A  small  amount  of  this  may  sometimes  be  need¬ 
ful,  but  it  should  usually  be  avoided. 

The  dictation  of  material  from  the  college  notes  of  the  teacher  is 
likely  to  be  particularly  ineffective.  Such  notes  are  in  nearly  all  cases 
too  technical  and  intensive  for  the  use  of  high  school  pupils.  Though 
such  materials  may  occasionally  be  valuable  in  a  high  school  course, 
they  should  in  nearly  all  cases  be  considerably  modified  to  adapt  them 
to  the  interests  and  capacities  of  these  pupils  as  well  as  to  the  local 
conditions.  Even  most  high  school  books  and  plans  of  work  are  likely 
to  be  too  technical  and  too  difficult.  Teachers  should  therefore  be  par¬ 
ticularly  careful  to  see  that  any  material  taken  from  college  sources 
should  be  made  simple  and  practical,  when  used  for  high  school  pupils. 

While  the  teacher  should  use  the  lecture  method  very  sparingly  he 
should  nevertheless  be  ready  to  make  his  contribution  to  the  discus¬ 
sion.  The  common  criticism  that  teachers  talk  too  much  does  not 
exactly  hit  the  real  difficulty.  It  is  rather  the  truth  that  they  talk  at 
the  wrong  time.  A  good  teacher  will  use  every  means  to  get  pupils 
to  make  the  fullest  possible  contribution  to 'the  topic  in  hand,  being 
especially  careful  not  to  interfere  with  the  fullest  expression.  How¬ 
ever,  when  the  knowledge  and  ideas  of  the  class  have  been  fully 
rounded  up,  and  the  best  possible  expression  has  been  developed, 
then  the  teacher  has  one  of  the  finest  opportunities  of  the 
classroom  to  add  his  contribution  and  from  larger  experience  and  a 
fuller  command  of  the  subject,  add  new  illustrations,  fill  in  the  gaps 
and  give  students  a  large  and  inspiring  view  of  the  whole  topic. 

The  ine^fperienced  teacher  is  in  danger  of  weakness  both  in  the 
matter  of  giving  each  pupil  too  little  chance  or  of  helping  the  pupil  too 
much,  and  in  failing  to  make  suitable  contribution  himself.  When  any 
pupil  fails  to  make  a  satisfactory  answer,  the  young  teacher  is  too  apt 
to  give  the  information  himself  or  pass  the  question  on  at  once  to 


40 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


other  pupils,  when  he  might  by  skillful  questions  and  by  the  use  of 
familiar  situations,  lead  the  first  pupil  to  make  a  much  larger  con¬ 
tribution  from  his  own  knowledge.  Frequently  pupils  fail  to  get 
credit  for  what  they  know  perfectly  well  because  the  teacher’s  question 
puts  the  thing  in  an  unfamiliar  and  perhaps  also  in  too  technical  a 
way.  On  the  other  hand,  the  inexperienced  teacher  too  often  fails  to 
give  any  contribution  at  all  himself,  accepting  scrappy  and  inade¬ 
quate  answers,  failing  to  correct  inaccuracies  in  answers  given,  do¬ 
ing  little  incisive  questioning,  and  leaving  the  whole  topic  vague 
and  confused. 

There  is  often  need,  furthermore,  that  pupils  should  be  required  to 
defend  their  ideas  against  opposition.  For  this  reason,  the  teacher 
should  not  give  too  ready  assent  to  the  pupils’  answers,  but  rather 
hold  approval  in  the  background  and  sometimes  even  present  objec¬ 
tions  in  order  to  lead  pupils  to  clarify  and  establish  their  answers  or 
for  the  purpose  of  bringing  out  the  weaknesses  of  replies.  It  is  de¬ 
sirable  that  a  wholesome  spirit  of  questioning  and  debate  should  be 
aroused  in  the  whole  class,  so  that  pupils  demand  of  each  other  ade¬ 
quate  proof  or  evidence  of  points  in  hand.  The  class  thus  comes  to 
have  the  conference  spirit  where  the  teacher  acts  as  leader  and 
where  each  one  is  ready  to  make  his  contribution  in  gaining  the 
fullest  mastery  of  the  subject  in  hand. 

There  is  need  also  that  the  recitation  work  should  include  vigorous 
testing  and  drilling  on  the  work  covered.  In  the  testing,  pupils  should 
be  held  for  definite,  accurate  and  well  organized  knowledge.  Much 
of  this  may  be  done  in  connection  with  the  teaching  development,  by 
asking  questions  which  demand  not  only  good  thinking  about  familiar 
situations,  but  also  information  supplied  in  the  assigned  lesson.  A 
skillful  teacher  will  find  out  whether  pupils  have  made  adequate 
preparation  by  testing  their  ability  to  select  needed  information  gained 
from  preparation  of  the  lesson  and  to  apply  this  to  some  problem  in 
hand,  rather  than  by  bookish  questions  which  call  for  reciting  wholly 
or  even  in  large  part  from  memory  of  what  was  stated  in  the  book. 
Altogether  too  much  reciting  is  this  memory  kind  with  no  problem  to 
stimulate  thought  and  little  motive  to  arouse  interest.  While  much 
testing  should  be  done  in  connection  with  the  teaching,  there  should 
also  be  some  special  attention  given  to  testing  and  review.  It  is  a 
good  plan  to  devote  a  little  time  to  this  early  in  the  recitation,  at  least 
several  times  a  week  before  the  advanced  lesson  is  taken  up.  High 
school  pupils  are  not  sufficiently  mature  so  that  they  can  be  depended 
upon  to  do  sufficient  reviewing  and  testing  of  themselves  outside  of 
class. 

The  need  of  adequate /drill  work  needs  to  be  emphasized  especially. 
High  school  teachers  are  altogether  too  apt  to  copy  after  college  or 
university  methods  here  and  give  entirely  too  little  attention  to  good 
devices  for  drill  work.  Whether  enough  drill  work  is  done  in  college 
classes  need  not  be  discussed  here,  but  whatever  may  be  said  on  this 
question,  it  is  certain  that  good  drill  work  is  neglected  in  most  high 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


41 


schools.  The  plan  in  the  high  school  should  be  patterned  after  methods 
found  effective  in  the  grades  below  rather  than  after  college  methods. 
Devices  should  take  advantage  of  well  known  methods  of  arousing  in¬ 
terest.  Drill  exercises  should  first  of  all  be  snappy  and  vigorous,  so 
that  the  very  activity  itself  will  arouse  enthusiasm.  Again  the  spirit 
of  rivalry  and  the  play  instincts  may  be  appealed  to  as  a  means  of 
getting  the  most  concentrated  attention.  At  the  same  time  it  should 
be  remembered  that  the  fixing  of  knowledge  permanently  in  mind  de¬ 
pends  upon  good  attention,  establishing  many  familiar  associations 
and  frequent  repetition  or  application.  A  good  variety  of  drill  devices 
should  also  be  employed  in  the  drill  work. 

Much  of  the  work  in  all  the  agriculture  subjects,  as  well  as  other 
high  school  subjects,  involves  the  gaining  of  familiarity  with  new 
terms  or  expressions.  The  use  of  technical  terms-  should  be  avoided 
wherever  simpler  terms  can  be  used  but  many  new  terms  are  abso¬ 
lutely  necessary  as  a  part  of  the  language  of  the  subject.  Familiarity 
with  these  terms  is  necessary  both  in  presenting  accurate  ideas  to 
others  and  likewise  in  understanding  the  thoughts  of  others.  In  order 
that  the  pupil  may  acquire  facility  and  skill  in  the  use  of  the  language 
of  the  subject,  it  is  necessary  that  there  should  be  an  instant  and 
accurate  association  in  his  mind  between  each  term  and  the  idea  or 
object  to  which  it  belongs. 

A  good  deal  of  drill  and  practice  is  demanded  in  gaining  this 
familiarity  and  in  establishing  these  associations.  Without  such 
familiarity  both  knowledge  and  expression  are  hazy  and  confused. 
In  many  cases  pupils  appear  to  be*  wholly  ignorant  on  certain  topics, 
whereas  the  ideas  involved  are  perfectly  familiar.  They  seem  ignor¬ 
ant  simply  because  they  have  no  understanding  or  mastery  of  the 
terms  and  language  employed  in  giving  full  and  accurate  expression  to 
these  ideas.  What  is  needed  is  a  thorough  drill  in  a  mastery  of  the 
necessary  language.  For  example,  many  boys  might  know  a  good 
dairy  cow  or  a  good  horse,  but  be  unable  to  point  out  the  points  of 
excellence  or  show  in  what  characters  the  animal  excels.  In  order 
to  be  a  master  of  the  whole  problem,  the  boy  must  understand  the 
names  of  the  parts  and  the  terms  commonly  employed  to  describe 
them  and  gain  skill  in  the  use  of  these  to  express  his  ideas.  It  can¬ 
not  be  impressed  too  strongly  upon  the  high  school  teacher  of  agri¬ 
culture  that  a  large  amount  of  vigorous  and  snappy  drill  work  is 
needed  with  the  use  of  the  best  possible  devices,  in  order  to  give  pupils 
intelligent  mastery  of  the  work.  This  applies  with  special  emphasis 
to  such  topics  as — parts  of  a  dairy  cow,  parts  of  a  horse,  classes  of 
animal  foods,  constituents  of  milk,  breeds  of  poultry,  identification  of 
weed  specimens,  etc.,  but  it  applies  also  to  practically  all  of  the  topics 
dealt  with  in  the  classroom. 

In  order  to  show  more  definitely  how  effective  drill  work  may  be 
conducted,  the  following  exercises  are  suggested: 

1.  Parts  of  a  dairy  cow.  Take  up  this  study  first  with  a  good 
chart  before  the  class  showing  parts  and  names  of  the  animal.  Such 


42 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


a  chart  should  be  on  hand  as  part  of  the  equipment,  but  if  not  at 
hand,  a  drawing  may  be  made  by  some  member  of  the  class.  Have 
some  pupil  first  point  out  the  parts  giving  the  name  of  each.  Be 
sure  that  it  is  understood  to  exactly  what  part  or  region  each  name 
applies.  Have  a  number  of  pupils  name  these  over  demanding  a  little 
greater  speed  each,  time.  Now  let  the  teacher  take  the  pointer  and 
go  rapidly  over  all  the  parts  asking  for  concert  answers.  After  this 
test  individual  pupils  keeping  a  record  of  the  number  of  mistakes 
made.  Place  the  record  on  the  board.  Stimulate  good  natured  rivalry 
on  the  part  of  pupils  to  make  the  best  record.  Do  not  expect  to  fix 
all  the  names  the  first  day.  Repeat  this  vigorous  drill  for  a  short 
time  on  many  different  days.  Such  a  plan  of  drill  is  far  more  effective 
than  long  continued  practice  on  the  same  day.  In  fact,  improvement 
is  possible  at  one  time  only  up  to  a  certain  point.  Beyond  this  point 
further  drill  may  be  positively  harmful  because  it  fails  to  hold  atten¬ 
tion  and  may  result  in  confusion. 

2.  Acquaintance  with  weeds.  First  take  a  trip  with  the  class 
to  some  nearby  field  or  roadside.  Collect  and  name  as  many  weeds 
as  possible,  noting  distinguishing  characters  of  each.  It  is  well  not 
to  make  the  list  too  large  the  first  time.  Have  pupils  consult  avail¬ 
able  books  on  weeds  in  an  effort  to  find  the  names  of  any  specimens 
not  known  in  the  field.  The  teacher  should  give  such  help  as  is 
needed  in  this  identification. 

At  the  next  recitation  period  gather  the  pupils  about  tables  with 
specimens  in  hand  for  a  study  of  the  characters  of  each  specimen. 
Next  begin  drill  work  for  the  purpose  of  fixing  names  and  characters 
in  mind.  Take  a  set  of  specirpens,  say  twenty-five,  and  holding  one 
at  a  time  before  the  class,  ask  for  the  name  and  one  or  two  distin¬ 
guishing  characters  of  each.  Call  for  concert  answers  at  first  and 
then  test  many  individuals,  stimulating  as  before  rivalry  in  getting 
the  largest  number  right.  Many  mounted  specimens  ought  to  be  avail¬ 
able  for  use  in  this  work.  Fresh  specimens  may  also  be  used.  Re¬ 
peat  this  drill  exercise  at  the  opening  of  the  period  on  many  different 
days. 

Such  exercises  should  be  made  use  of  in  connection  with  a  great 
variety  of  topics.  The  greatest  enthusiasm  may  be  aroused  if  good 
devices  are  used  and  the  work  is  made  vigorous  and  good  natured. 

5.  Practical  Projects. 

a.  Purpose  and  Importance.  The  practical  project  is  regarded 
as  the  most  essential  part  of  the  agriculture  work.  Unless  opportunity 
is  provided  for  pupils  to  work  out  some  actual  worth-while  farm  prac¬ 
tice  there  is  likely  to  be  little  motive  in  the  work  and  results  must  be 
largely  a  failure.  Such  laboratory  work  as  is  usually  carried  on  in 
connection  with  the  science  subjects  of  the  high  school  is  not  enough, 
although  some  of  this  is  needed.  The  farm  and  the  school  plot  where- 
ever  feasible,  must  constitute  the  main  laboratory  for  this  work.  It 
is  the  business  of  the  agriculture  course  to  furnish  opportunity  for 
practice,  as  well  as  instruction,  in  the  best  methods  of  the  farm  in  the 
same  way  that  domestic  science  courses  provide  for  practice  in  baking 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


43 


LABORATORY  WORK  AT  GREEN  BAY,  WEST  SIDE.  NOTE  CHARTS 
AND  OTHER  ILLUSTRATIVE  MATERIALS. 


FILLING  THE  SCHOOL  SILO  AT  WEST  SIDE,  GREEN  BAY  HIGH 

SCHOOL. 


44 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


the  best  bread,  cooking  meat  in  the  best  way  or  making  a  good  dress. 
A  definite  line  of  projects  is  demanded  in  the  agriculture  course  just 
as  much  as  projects  involving  the  actual  construction  of  things  by  the 
use  of  tools  is  required  in  a  manual  training  course.  Without  the 
project,  the  work  must  lose  most  of  its  vocational  or  prevocational 
value  since  the  pupil  has  little  opportunity  to  determine  his  aptitude 
and  taste  for  this  line  of  work  unless  he  has  a  chance  to  try  out  actual 
problems  and  practice  in  connection  with  his  instruction.  Tin  can 
and  pot  experiments  or  even  small  plot  demonstrations,  useful  as 
these  may  be,  cannot  give  this  vocational  outlook.  The  boy  must 
actually  work  out  some  practical  result  which,  appeals  to  him  as 
worth  while.  It  will  seem  worth  while  to  the  boy  in  exactly  the  same 
way  that  it  does  to  the  man,  that  is  by  the  producing  of  a  good  crop 
and  getting  a  good  financial  return  or  an  added  attraction  or  comfort 
in  the  home.  Other  values  might  be  mentioned  but  need  not  be  dis¬ 
cussed.  It  is  only  necessary  to  repeat  what  was  previously  stated 
under  “Administrative  Requirements,”  that  it  is  now  a  definite  re¬ 
quirement  of  the  state  department  that  a  systematic  and  well  organ¬ 
ized  plan  of  project  work  must  he  carried  out  with  all  the  students  in 
the  agricultural  course  during  each  year  of  the  course,  in  order  that 
state  aid  may  he  granted. 

b.  Scope  of  the  Term.  The  term  “project”  is  here  used  to 
include  any  piece  of  actual  farm  practice  carried  out  over  a  long 
enough  period  to  realize  a  definite  and  complete  result.  The  realiza¬ 
tion  of  a  financially  productive  result  should  be  the  aim  of  most 
projects,  though  this  is  not  always  possible  or  even  desirable.  As  to 
the  time  element,  projects  have  been  classified  as  short  time,  medium 
time  and  long  time.  Often  the  short  time  and  medium  time  projects 
may  be  regarded  as  merely  stages  in  the  long  time  project.  Again, 
some  short  time  and  medium  time  projects  may  be  regarded  as 
“exercises”  which  should  properly  constitute  a  definite  part  of  the 
classroom  instruction  and  laboratory  work,  as  for  instance,  making 
the  Babcock  milk  test,  selecting  and  curing  of  seed  corn,  treating  seed 
for  disease,  germination  tests  of  seed,  etc.  Such  work  should  be  given 
as  a  part  of  the  demonstration  work  at  school  and  should  also  be 
encouraged  as  much  as  possible  at  the  homes  of  the  pupils.  Possibly 
some  school  credit  should  be  given  for  such  home  work,  but  these 
exercises  alone  do  not  constitute  a  satisfactory  plan  of  project  work. 

The  United  States  Department  of  Agriculture  has  given  the  follow¬ 
ing  essential  conditions  for  such  project  work:  “(1)  There  must  be 
a  plan  for  work  at  home  covering  a  season,  or  a  more  or  less  extended 
period  of  time;  (2)  it  must  be  a  part  of  the  instruction  in  agricul¬ 
ture  of  the  school;  (3)  there  must  be  a  problem  more  or  less  new 
to  the  pupil;  (4)  the  parents  and  pupil  should  agree  with  the  teacher 
upon  the  plan;  (5)  some  competent  person  must  supervise  the  home 
work;  (6)  detailed  records  of  time,  method,  cost,  and  income  must 
be  honestly  kept;  and  (7)  a  written  report  based  on  the  rec9rd  must 
be  submitted  to  the  teacher.  This  report  may  be  in  the  form  of  a 
booklet.” 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


45 


Each  student  in  the  course  should  carry  out  one  or  more  such  pro¬ 
jects  during  each  year  of  the  course.  Crop  projects  must  necessarily 
be  carried  on  during  the  growing  season,  but  the  animal  project  can 
usually  be  managed  mainly  during  the  winter  season.  A  very  good 
working  plan  is  for  each  pupil  to  operate  a  crop  project  in  the  sum¬ 
mer  and  an  animal  project  in  the  winter.  These  may  overlap  but 
the  two  can  usually  be  handled  during  the  same  year.  This  works 
out  particularly  well  with  the  course  of  study  as  it  has  been  pre¬ 
sented  in  this  bulletin.  A  crop  project  may  be  begun  at  the  beginning 
of  the  second  semester  of  the  freshman  year  and  carried  along  paral¬ 
lel  with  the  instruction  work  in  “farm  crops.”  This  project  may  be 
rounded  up  in  time  for  the  fall  festival  and  exhibit  during  the  first 
semester  of  the  second  year. 

An  animal  project  may  be  started  in  the  fall  at  the  time  of  start¬ 
ing  the  work  with  “farm  animals.”  The  dairying  and  poultry 
work  furnish  'the  best  projects  at  this  time  thus  making  it  pos¬ 
sible  to  connect  the  project  very  closely  with  the  instruction.  The 
sophomores  can  then  start  another  crop  project  in  the  spring  and 
perhaps  carry  also  an  animal  project  either  the  one  started  in  the 
fall  or  a  new  one,  along  at  the  same  time  rounding  them,  both  up 
for  the  fall  exhibit  of  the  junior  year.  Soil  and  farm  management 
projects  can  then  receive  main  attention  during  the  last  year  of 
the  course. 

c.  Relation  to  Classroom  Instruction.  However  near  the  plan 
can  be  made  to  follow  that  just  outlined,  every  effort  should  be 
made  to  connect  the  projects  as  closely  as  possible  with  the  class¬ 
room  instruction.  The  project  thus  helps  all  the  time  to  furnish 
not  only  the  motive  and  the  vocational  outlook,  but  also  the  con¬ 
crete  basis  for  the  instruction  which  would  be  largely  meaning¬ 
less  without  the  practical  application  furnished  by  the  project.  A 
greater  interest  is  aroused  in  this  way  and  the  theory  and  prin¬ 
ciples  presented  in  the  classroom  find  constant  verification  in  the 
art  or  practice  as  carried  out  in  the  project.  It  is  only  through 
such  correlation  that  the  work  can  be  made  truly  educational,  so 
that  the  scientific  habit  may  be  developed  in  connection  with  all 
farm  practice. 

d.  Relation  to  the  Parent  and  the  Home.  It  has  already  been 
indicated  that  the  parents’  interest  and  cooperation  should  be  se¬ 
cured  in  the  project  as  far  as  possible,  both  because  of  the  help 
the  parent  may  give  in  supplying  land,  seed,  equipment,  etc.,  and 
because  of  the  stimulating  effect  which  this  interest  and  coopera¬ 
tion  may  have  upon  the  parent  in  getting  him  to  study  the  prob¬ 
lems  involved  and  in  convincing  him  of  the  value  of  the  best  prac¬ 
tice.  The  project  thus  becomes  a  most  important  bond  between 
the  home  and  the  school  instruction,  between  the  school  and  the 
community.  In  fact,  it  is  the  only  possible  way  by  which  an  agri¬ 
cultural  course  can  secure  any  vital  or  active  community  interest 
except  in  the  most  general  sort  of  way.  The  problem  of  securing 


46 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


the  hearty  cooperation  of  parents  in  this  work  is  a  most  impor¬ 
tant  one,  often  calling  for  the  most  tactful  management  on  the  part 
of  the  agricultural  teacher. 

It  is  in  this  connection  that  a  preliminary  survey  of  the  com¬ 
munity  by  the  teacher  is  most  valuable.  If  before  school  opens 
or  early  in  the  year  this  teacher  can  spend  some  time  getting  out 
to  the  homes  of  patrons  with  the  idea  of  getting  acquainted  per¬ 
sonally;  of  studying  the  local  community  problems;  of  gaining  the 
confidence  of  the  community,  and  of  letting  the  people  know  what 
is  being  planned  in  connection  with  the  agricultural  course,  an 
immense  advantage  may  be  gained  in  getting  the  best  cooperation 
in  the  project  work. 

e.  The  Home  Project.  Projects  may  be  considered  as  home 
or  individual  and  school  or  group  projects.  Of  these  the  home 
project  is  regarded  as  most  important.  It  has  the  advantage  of 
linking  up  closely  with  the  home  and  of  thus  helping  the  instruc¬ 
tion  work  to  actually  function  in  the  activities  of  every  day  life. 
At  the  same  time  the  benefits  not  only  reach  the  pupil  but  also  the 
parent  and  the  home.  Wherever  land  can  be  secured  on  the  home 
farm  or  in  the  home  garden,  this  furnishes  altogether  the  best  place 
to  carry  on  the  project.  Where  pupils  cannot  secure  land  at  home 
it  is  the  business  of  the  agricultural  teacher  to  find  some  other 
way  of  securing  it  for  such  pupils.  Such  land  may  be .  secured 
from  the  school  plot  or  sometimes  from  vacant  lots  in  cities  or  vil¬ 
lages. 

Real  estate  men  are  usually  glad  to  codperate  with  the  school 
in  donating  w  in  securing  the  use  of  such  plots.  Some  boys  in 
the  agricultural  course  hire  out  for  the  summer  on  a  farm  or  else¬ 
where,  others  may  leave  home  on  vacation  trips.  In  such  cases, 
projects  should  be  selected  and  cared  for  till  the  close  of  school 
and  then  each  student  should  be  held  responsible  for  providing 
in  some  way  for  the  work  while  he  is  away.  If  he  has  to  hire 
some  one,  this  should  be  counted  as  one  of  the  items  of  expense 
connected  with  the  project.  Another  possible  plan  for  boys  who 
hire  out,  is  for  each  to  organize  some  project  in  connection  with 
the  work  he  is  called  upon  to  do  on  the  farm. 

A  financial  account  should  form  an  important  feature  of  each . 
project.  This  account  should  show  size  of  plot,  materials  used, 
character  and  amount  of  labor,  together  with  costs,  receipts  and 
profits.  A  prize  essay  contest  based  upon  this  work,  would  arouse 
special  interest  and  would  be  valuable  work  to  be  carried  on  in 
cooperation  with  the  English  department.  Some  “Prize  Letters’' 
of  a  somewhat  similar  nature  are  published  in  Hoard’s  Dairyman 
for  March  13,  1914.  Somewhat  longer  essays  might  be  desirable 
in  this  work. 

The  following  list  of  projects  offers  a  variety  of  lines  from  which 
may  be  selected  those  best  suited  to  individual  and  local  needs: 
Nearly  all  of  these  have  been  actually  carried  out  in  the  Wisconsin 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


47 


schools,  though  of  course  not  all  in  one  school.  A  rather  full  list’ 
is  given  so  as  to  offer  a  wide  range  of  selection  and  also  to  help 
provide  for  varying  interests  in  individual  pupils  and  in  different 
communities. 


PROJECTS  WITH  FIELD  CROPS 

1.  Growing  an  acre  or  less  of  corn.  One  acre  is  a  standard  area 
but  results  on  a  smaller  area  may  be  figured  out  to  the  acre  unit. 

2.  Growing  pure  bred  grains  on  a  given  area. 

3.  Growing  potatoes  on  a  given  area,  ys  of  an  acre  or  more. 

4.  Developing  a  plot  of  alfalfa. 

5.  Carrying  out  an  ear-to-row  test  of  corn. 

6.  Testing  hill  selection  of  seed  potatoes. 

7.  Selection,  curing,  testing,  grading  and  selling  of  seed  corn. 
A  group  of  boys  in  one  school  marketed  160  bushels  one  year. 

8.  Raising  sugar  beets  for  sugar  beet  factory. 

PROJECTS  IN  HORTICULTURE  AND  GARDENING 

1.  Construction  and  operation  of  a  hotbed, — rasing  garden 
plants  such  as  cabbage,  tomatoes,  cauliflower,  etc.,  or  flowering 
plants  such  as  aster,  verbena,  salvia,  etc. 

2.  Vegetable  gardening  and  marketing.  Well  adapted  to  pupils 

living  in  city  or  village.  » 

3.  Raising  tomatoes,  beans,  peas  or  cucumbers  for  canning  or 
pickling  at  home  or  factory. 

4.  Growing  cabbage  for  sauerkraut. 

5.  Starting  a  strawberry  bed.  In  one .  school  the  plants  were 
furnished  by  the  school. 

6.  Landscaping  home  or  school  grounds. 

7.  Starting  ithe  home  lawn. 

8.  Starting  a  tulip  bed  at  school  or  at  home.  Bulbs  should  be 
set  in  the  fall. 

9.  Developing  summer  flower  beds  or  window  boxes. 

10.  Developing  winter  blooming  flowers  in  pots  or  boxes, — slip¬ 
ping,  tending,  gathering,  arranging  in  bouquets. 

11.  Building  and  operating  a  small  greenhouse. 

12.  Pruning  and  spraying  fruit. 

13.  Rejuvenating  orchard  or  patch  of  small  fruit. 

14.  Raising  and  marketing  fruit. 

PROJECTS  WITH  ANIMALS 

1.  Developing  a  fleck  of  poultry  or  keeping  an  egg  record  over 
a  certain  period.  Ducks  have  been  Raised  in  some  schools.  In 
one  school  a  hen  and  eggs  were  furnished  by  the  school  to  each 
student  for  the  start,  with  the  requirement  that  an  equal  return  be 


48 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


made.  In  other  cases  pure  bred  eggs  are  furnished  by  the  pupil 
himself  and  these  are  hatched  in  the  school  incubator. 

2.  Raising  a  litter  of  pigs  or  fattening  one  or  more.  In  one 
school  a  pure  bred  sow  was  furnished  by  the  school  and  a  good 
sow  returned  by  the  student. 

3.  Calf  raising  or  fattening:  strict  account  kept,  calf  weighed 
regularly  and  exhibited  at  the  fair. 

4.  Raising  baby  beef. 

5.  Keeping  dairy  record  for  2-5  cows  over  a  certain  period,  3-6-9 
months  and  determining  yearly  profit. 

6.  Raising  pony  and  fitting  him-  for  the  fair. 

7.  Raising,  fattening  and  marketing  four  lambs. 

8.  Care  and  management  of  bees. 

9.  Working  out  life  history,  economic  importance  and  means  of 
control  of  insects. 

V  • 

PROJECTS  ON  SOILS,  FARM  MECHANICS  AND  FARM 
MANAGEMENT 

1.  Fertilizer  demonstrations  on  several  plots  of  soil. 

2.  Testing  acidity  and  liming  of  soil. 

3.  Surveying  and  mapping  to  scale  home  grounds  or  parks  in  the 
city  with  construction  of  blue  prints. 

4.  Mapping  farm  to  show  crops,  acreage,  buildings,  farmstead, 
etc. 

5.  Surveying  and  mapping  ground  for  tile  drainage. 

6.  Preparing  an  exhibit  of  rope  and  knot  tying. 

7.  Taking  apart,  setting  up  and  operating  a  gas  engine. 

8.  Cleaning  up  and  repairing  auto  engine. 

9.  Completing  a  farm  management  record  of  the  home  farm  or 
some  other  farm:  capital  invested,  operating  capital,  acreage  of 
crops,  live  stock  kept,  receipts,  expenses,  labor  income.  Blanks  are 
furnished  by  United  States  Department  of  Agriculture  and  Uni- 
versiey  of  Wisconsin  cooperating.  Write  to  college  of  agriculture, 
University  of  Wisconsin  or  to  the  United  States  Department  of 
Agriculture,  Extension  Division,  Farm  Management  Demonstra¬ 
tions. 

f.  The  School  Project.  This  has  the  following  advantages 
over  the  home  project: 

(1)  It  can  be  given  closer  direction  and  supervision  by  the 
teacher. 

(2)  It  attracts  the  interest  and  attention  of  the  whole  com¬ 
munity  more  quickly  and  to  a  greater  extent. 

(3)  It  develops  an  enthusiastic  desire  in  the  pupils  to  want 
to  try  out  home  projects.  The  well  managed  school  project  like¬ 
wise  stimulates  the  pupils  to  give  good  care  to  their  home  work. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


49 


(4)  It  stimulates  the  best  practice  in  the  whole  commun¬ 
ity  by  furnishing  a  valuable  object  lesson  which  attracts  the  at¬ 
tention  of  all. 

It  is  interesting  as  well  as  significant  to  notice  that  there  has 
been  scarcely  a  case  where  the  school  project  has  been  developed 
to  the  exclusion  of  the  home  work.  The  two  have  almost  invaria¬ 
bly  grown  up  together.  The  school  project  has  therefore  come  to 
be  considered  essential  in  high  school  courses. 

THE  SCHOOL  PLOT 

The  school  plot  is  not  required,  but  is  strongly  advised  wher¬ 
ever  adequate  supervision  and  care  can  be  provided  for  it  during 
the  vacation  months.  If  the  agricultural  teacher  is  employed  for 
an  eleven  month’s  year  this  supervision  is  easily  supplied  and  even 
where  'this  is  not  the  case,  it  is  generally  possible  to  find  some 
one  who  will  see  that  the  plot  has  proper  attention.  Unless  such 
provision  can  be  assured  it  is  not  wise  to  attempt  the  plot  work. 
If  care  can  be  provided,  the  plot  makes  possible  some  of  the  most 


Farm 

Orchard 
i  A. 

Potatoes 
i  A. 

Pure  Bred  Corn 
i  A. 

Demonstration  . 

Laboratory 

Plot 

Plots  for 

Farm 

Supplies 

Soils.  Alfalfa, 

Small  Grains 

Garden 

i  A. 

etc . 
i  A. 

i  A. 

JA. 

Fig.  1.  Suggested  arrangement  of  School  Plot  of  2  Acres. 


desirable  school  project  work.  Fully  half  of  the  eighty  high 
school  departments  in  the  state  have  operated  a  plot  during  the 
last  year.  The  sizes  of  these  'plots  have  ranged  from  a  small  gar¬ 
den  patch  up  to  fifteen  acres.  The  size  has  averaged  about  two 
acres. 

It  is  very  important  that  the  plot  should  not  be  made  too  large 
at  first.  A  small  plot  can  easily  be  enlarged  if  found  advisable- 
after  a  year’s  successful  management,  but  it  may  take  a  good 
many  years  to  overcome  the  bad  influence  of  a  plot  which  has  been 
allowed  to  grow  up  to  weeds.  Furthermore,  even  if  a  large  plot 
is  well  cared  for,  the  amount  of  work  required  may  demand  too 
much  of  the  time  and  energy  of  the  agricultural  teacher  to  the 
detriment  of  other  phases  of  the  work  which  should  not  be  neg¬ 
lected. 


4 


50 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


LIST  OF  SUCCESSFUL  SCHOOL  PROJECTS 

Practically  all  in  this  list  have  been  carried  out  in  the  high 
schools  of  the  state  and  most  of  them  are  now  in  operation.  These 
like  the  home  projects  should  be  selected  with  special  reference  to 
local  interests  and  'conditions. 

1.  Constructing  and  operating  a  hotbed, —  a  very  popular  and 
valuable  school  project. 

2.  Raising  pure  bred  corn  on  school  plot.  A  ready  sale  is  al¬ 
ways  found  for  good  seed  corn  at  fancy  prices. 

3.  Raising  cabbage  and  marketing  for  sauerkraut. 


SCHOOL  POULTRY  HOUSE  BUILT  BY  AGRICULTURE  CLASSES  AT 
GREEN  BAY  EAST  SIDE  HIGH  SCHOOL. 


4.  Raising  and  marketing  truck  garden  products.  Especially 
successful  in  cities. 

5.  Raising  certified  potatoes  for  seed. 

6.  Raising  potatoes  for  hill  selection  demonstration. 

7.  Raising  corn  for  ear-to-row  test. 

8.  Planting  potatoes  to  demonstrate  different  methods  of  cutting 
and  planting.  A  check  or  control  should  be  used  with  the  differ¬ 
ent  plots. 

9.  Demonstrating  effect  of  liming  and  inoculation  on  growth  of 
alfalfa  with  proper  controls. 

10.  Landscape  planning  and  planting  on  school  grounds  or  on 
home  grounds  at  request  of  owner. 

11.  Developing  school  flower  beds:  tulips,  geranium,  salvia, 
coleus,  aster,  pansy,  etc.  Especially  good  for  the  grades.  Works 
well  with  the  hotbed. 

12.  Preparing  flower  boxes  and  other  winter  blooming  flowers 
for  school. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


51 


STEER  FATTENING  PROJECT,  NEW  RICHMOND  HIGH  SCHOOL.  STEERS  BOUGHT  BY  ANIMAL 

HUSBANDRY  CLASS,  EACH  BOY  CONTRIBUTING  $12.00. 


52 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


13.  Spraying  fruit  trees.  Use  control. 

14.  Operating  incubator  and  raising  chicks, — combines  well  with 
the  home  projects. 

15.  Building  poultry  coops  and  houses. 

16.  Care  of  dairy  cows  and  marketing  products. 

17.  Erecting  model  dairy  barn. 

18.  Fattening  steers.  Two  pure  bied  yearling  steers  were  pur¬ 
chased  by  the  animal  husbandry  class,  each  pupil  contributing 
$12.00.  The  steers  were  fattened  and  sold  and  a  careful  account 
of  all  items  in  the  project  was  kept. 

19.  Fertilizer  demonstrations  on  differently  treated  plots. 

20.  Erection  of  a*  small  greenhouse. 

g.  Organization  of  Projects.  In  order  that  the  project  may 
have  real  educational  value,  it  is  necessary  that  there  should  be 
just  as  careful  and  as  definite  a  plan  for  this  as  for  any  other 
school  work.  Every  effort  should  be  made  to  avoid  careless  and 
slip  shod  work  and  to  see  to  it  that  pupils  are  actually  held  re¬ 
sponsible  for  faithful  performance  of  the  work  and  for  real  edu¬ 
cational  results.  Three  things  are  necessary  to  insure  this.  Each 
pupil  should  be  led  to  follow  a  definite  plan  of  procedure,  care¬ 
ful  reports  should  be  required  showing  progress  and  completion  of 
the  work  and  regular  and  frequent  supervision  should  be  provided. 

GENERAL  PLAN  OF  PROCEDURE 

1.  Preliminary  survey  of  home  conditions. 

2.  Selection  of  a  project. 

3.  Securing  land,  seed,  or  other  material. 

4.  Study  of  related  literature:  text,  bulletins,  selected  references. 

5.  Report  by  pupil  to  the  teacher  showing  details  of  plan. 

6.  Preparation  of  land  or  other  material;  plowing,  harrowing, 
disking,  marking,  planting,  or  any  other  work. 

7.  Cultivation  and  care. 

8.  Weekly  report  by  the  pupil  showing  work  done  and  progress 
made. 

9.  Harvesting,  curing,  marketing,  etc. 

10.  Final  report  showing  summary  of  results:  nature  of  project, 
dates,  labor,  expense,  receipts,  profits,  etc. 

11.  Prize  essay  report, — may  be  asked  for  in  Connection  with 
composition  work. 

In  order  that  the  teacher  may  advise  intelligently  with  the  pu¬ 
pils  about  their  home  projects  it  is  highly  desirable  that  he  should 
have  definite  knowledge  of  home  conditions.  If  he  has  been  able 
to  visit  the  homes  in  the  community  before  the  opening  of  school 
or  early  in  the  year  this  will  prove  a  great  help  in  this  connection^ 
but  still  further  advantage  will  be  gained  by  having  the  pupil  pre¬ 
pare  and  hand  a  preliminary  survey  report  of  his  own  home  and1 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


53 


school  conditions  in  connection  with  the  selection  of  his  project. 
A  plan  for  such  a  report  is  suggested  in  “Report  E^orm,  No.  1.” 

Individual  projects  should  be  selected  several  months  before  the' 
work  must  actually  be  started.  Crop  projects  requiring  prepara¬ 
tion  of  land  and  planting  in  April  or  May  should  be  carefully 
planned  not  later  than  the  beginning  of  the  second  semester  and 
earlier  would  be  better.  It  is  often  a  decided  advantage  to  select 
the  land  early  enough  so  that  it  may  be  manured  and  plowed  the 
preceding  fall.  In  the  case  of  animal  projects  a  good  deal  of  time 
is  also  needed  for  preparation. 

The  securing  of  the  best  seed  for  crop  projects  is  sometimes  a 
problem.  It  is  very  desirable  that  only  pure  bred  or  certified  seed 
should  be  used.  Wisconsin  grown  seed  should  always  be  pre¬ 
ferred  to  any  grown  outside.  Furthermore,  seed  grown  in  the  im¬ 
mediate  locality  is  much  better  to  use  than  that  grown  at  a  distance. 
Seeds  can,  of  course,  be  obtained  of  the  commercial  seed  houses 
and  it  is  a  very  good  plan  to  gather  up  the  catalogs  of  a  number 
of  these,  obtained  through  advertisements  in  farm  papers.  The 
L.  L.  Olds  Seed  Company,  Madison,  makes  a  speciality  of  handling 
Wisconsin  grown  seeds.  At  the  same  time,  the  agricultural  teacher 
should  keep  in  touch  with  the  agricultural  college,  with  certified 
growers  of  the  state  and  with  any  special  state  associations  such 
as  the  State  Potato  Growers.  The  official  state  paper  of  this  as¬ 
sociation  is  the  Wisconsin  Potato  Journal  which  is  published  quar¬ 
terly  at  Madison.  The  Secretary  of  the  association  is  Prof.  J.  G. 
Milward.  The  best  place  to  write  for  general  information  concern¬ 
ing  reliable  farm  seeds  is  to  the  Wisconsin  Agricultural  Experi¬ 
ment  Association,  Prof.  R.  A.  Moore,  Secretary,  Madison.  An  an¬ 
nual  bulletin  is  published  by  Prof.  Moore  giving  an  official  list 
of  certified  growers  belonging  to  this  association.  The  Wisconsin 
Bankers  Association  recently  issued,  a  bulletin  on  “How  to  Secure 
Seed  Grain,”  Bulletin  32,  March  1916,  by  G.  B.  Mortimer.  This 
can  be  secured  by  writing  Geo.  D.  Bartlett,  Association  Secretary, 
Pabst  Building,  Milwaukee.  Oftentimes  purb  bred  seeds  may  be 
obtained  through  the  county  superintendent. 

It  is  highly  important  that  each  pupil  in  taking  up  a  project 
should  make  a  careful  study  of  the  principles  and  best  practice 
connected  with  this  project.  Classroom  instruction  should  furnish 
this  as  far  as  possible,  but  much  more  extended  study  should 
be  made  of  special  bulletins  and  other  references  bearing  on  the 
project.  In  this  way  each  pupil  should  gain  as  thorough  a  mastery 
as  possible  of  all  the  problems  connected  with  the  work.  It  is 
through  the  home  project  when  studied  in  this  way,  more  than 
through  any  other  agency  that  the  instruction  work  of  the  school 
will  actually  take  root  and  function  in  the  home  and  in  the  life 
habits  of  the  pupils.  It  is  the  business  of  the  agricultural  de¬ 
partment  to  have  a  good  supply  of  these  bulletins  and  other  refer- 


54 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


ence  materials  filed  in  such  a  way  that  they  are  readily  available 
for  the  use  of  pupils. 

When  the  time  comes  for  the  preparation  of  the  land  and  the 
planting  of  the  seed,  the  teacher  should  see  to  it  that  the  pupil 
attends  to  this  in  good  season.  If  the  work  can  be  arranged  out¬ 
side  of  regular  school  hours,  such  a  plan  is  desirable,  but  in  some 
cases  it  may  be  necessary  for  some  pupils  to  be  excused  from  other 
school  work  for  a  day  or  more  to  give  entire  attention  to  the  pro¬ 
ject.  It  is  expected  that  principals  will  see  to  it  that  pupils  are 
excused  where  the  success  of  the  project  seems  to  demand  it.  In 
such  a  case,  arrangements  should  be  made  with  other  teachers  for 
some  plan  by  which  pupils  excused  shall  make  up  the  work  which 
was  missed.  At  the  time  of  harvesting  the  crop  the  same  neces¬ 
sity  for  excusing  some  pupils  may  occur. 


REPORTS 

The  reports  of  pupils  on  their  project  work  should  be  given  very 
careful  attention.  Inspection  has  indicated  that  in  the  past,  too  little 
attention  has  been  paid  to  this  phase  of  the  work.  Reports  have  too 
often  been  made,  if  made  at  all,  in  a  careless  and  slipshod  way  both 
in  the  matter  of  good  English  and  also  in  that  of  the  arrangement 
and  completeness  of  the  material.  Except  insofar  as  the  teacher  can 
actually  visit  and  inspect  the  work  of  each  pupil  which  is  most  de¬ 
sirable,  the  report  furnishes  the  best  evidence  of  the  attention  which 
each  pupil  is  paying  to  his  project.  Even  where  the  teacher  does  visit 
each  pupil  several  times  during  the  summer,  it  is  highly  important 
in  order  that  the  project  may  have  real  educational  value,  that  a  care¬ 
ful  record  shall  be  kept  of  all  items  connected  with  the  work  such  as 
time  spent,  progress  made,  and  costs  and  receipts  of  the  work.  The 
pupil  should  be  constantly  stimulated  to  formulate  and  study  out 
problems  in  connection  with  the  work.  The  requirement  of  a  definite 
report  is  a  stimulus  in  this  direction.  Good  English  and  neat ,  busi¬ 
nesslike  work  should  be  insisted  upon  in  all  these  reports.  A  simple, 
definite  report  is  more  desirable  than  one  too  elaborate  which  is  likely 
to  tend  toward  formal  mechanical  work.  It  is  considered  very  desir¬ 
able  that  the  pupil  should  hand  in  a  report  as  often  as  once  a  week. 
This  holds  the  pupil  to  a  definite  and  regular  study  of  his  project 
during  its  whole  progress.  With  only  a  monthly  report  the  pupil,  and 
especially  the  young  pupil,  is  too  apt  to  give  the  matter  little  thought 
for  considerable  periods  which  is  almost  certain  to  lead  to  neglect  in 
a  material  way  as  well  as  on  the  side  of  intelligent  study.  It  is  also 
important  that  the  whole  project  should  be  well  rounded  up  and  that  the 
result  should  be  organized  into  good  permanent  form.  Then  the 
teacher  should  have  a  concise  and  accurate  record  on  file  showing  just 
what  pupils  finished  their  projects  in  a  satisfactory  way  and  giving 
also  the  essential  results.  The  following  forms  are  here  given  with 
the  idea  of  suggesting  plans  which  are  convenient.  Nearly  all  of 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


55 


them  have  been  in  actual  use  and  have  grown  up  in  response  to  the 
needs  of  the  work.  It  is  expected  that  they  may  be  modified  wherever 
necessary  to  meet  the  local  need.  In  the  use  of  any  such  forms,  stren¬ 
uous  effort  should  be  made  to  avoid  the  tendency  toward  mere  formal 
and  mechanical  results. 


SUGGESTIVE  REPORT  FORMS 


No.  1.  Home  Project  Survey  Sheet  - 

(Adapted  from  New  York  Bulletin  on  Agriculture  in  High  School.) 

Age . Name .  Date . No. 

Year .  Name  of  parent .  Address . . 

Occupation  of  parent . Distance  from . Location  of  home. 

Size  of  place  (acres) . General  Slope .  Amt  under  cultivation.. 

Remarks  on  place . . 

Character  of  soil  — . 

Amt.  permanent  pasture . . .  Amt,  temporary  pasture . . 

No.  fruit  trees .  Condition . . Small  fruits . 

Crops  grown 


LAST  YEAR 

THIS  YEAR 

Kinds 

Acres 

Yield 

per 

acre 

Value 

of 

crop 

Cultiva¬ 

tion 

given 

Acres 

Yield 

per 

acre 

Value 

of 

crop 

Cultiva¬ 

tion 

given 

Stock 


Number 

Breed 

Value 

Purpose 

Horses 

Amt.  at  present . qt. 

Disposal  . 

Value  per  week  $ . 

Cows 

Hogs 

Hens 

Other  stock 

Milk 


Barns:  Number .  Stable  room .  Outside  dimensions . 

Floor  space  not  stable .  Hay  room . cu.  ft.  Silo  capacity . cu.  ft. 

Houses:  Number  . Material .  Sizes .  No.  rooms . 

Woods:  Amt .  Kind .  Description . 

Distance  to  market .  Name  of  market . 

Tot  a’  capital  invested .  Total  receipts  for  year  191.... 

Total  expenses  for  rear  191 - Farm  income 

Interest  on  capital  at  5% . 


Labor  income 


56 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


No.  2.  Report  on  Selection  and  Plan  of  Project 

This  report  may  be  attached  to  and  made  a  part  of  No.  1. 
Age . Yr.  in  School . Name . Date... 

Present  School  Program 


A.  M. 

P.  M. 

Hr. 

Study 

Hr. 

Study 

Home  Project 

Name  of  Project . . 

Scope  of  Project . . . 

(Size  of  plot,  crop  to  be  raised,  how  marketed,  etc.) 

Materials,  how  secured . ...... . 

(Seed,  tools,  horses,  etc.) 

Literature  studied  . . .  •  . . 

(Bulletins  and  other  references) 

Details  of  Plan . . 


(Treatment  or  testing  of  seed,  method  of  planting,  cultivation,  harvest¬ 
ing,  marketing,  etc.) 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


57 


Xo.  3.  Weekly  Report  of  Pupil. 

Home  Projects  of  tlie  Agricultural  Classes. 

. High  School 

Name  (Pupil’s  name) . Class  (In  school) . 

Name  of  Project . . Date . 

f  (Name  of  Instructor)  Mr . •  (Place) . 

Dear  Sir: 

During  the  week  beginning . 101  — 

and  ending . . 191 .  my  project  was  cared  for  as 

follows:  Ihave  indicated  work  done,  time  spent,  observations  made  and  an  account 
of  expenses  and  receipts. 

Time  of  preparing  soil . 

Time  of  seeding . 

Kind  of  seed . 


Time  Record 


Date. 

No.  of 
Hours. 

Work  done. 

By  what  means. 

' 

1 

Self 

Man  and  team 

Etc. 

Account  Record 


Debit  Credit 


Date. 

Tt 

Items. 

Rate, 

c3  ■Jr’ 

ac? 

CL 

Total 

Items. 

Rate. 

Quan¬ 

tity. 

Total. 

Labor . 

@  15c  per  hr. 
@  25c  per  hr. 
@  45c  per  hr. 
@  60c  per  hr. 
@  $4  per  A . 

®  50c  a  load 

1  < 

Labor,  man  and  horse. .. . 
Labor,  man  and  team.... 
Labor,  man  and  4  horses  . 

Rental  of  land . 

Manure . 

1 

Stock  Fattening  Record 

Kind  and  Number  of  Animals . 

Weight:  Original... r. . Weight  on  (date) . Increase 

or  last  weight. 


Feed. 

Ration 

items. 

Daily 

Quantity. 

Rate. 

Daily  Cost. 

Weekly 
Cost . 

- 

Observations  and  Problems. 


Signature. 


58 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


No.  4.  Dairy  Record  Sheet 

New  Richmond  High  School— Department  of  Agriculture— Stock  Record 

. .  DATE . 


Name  of  Animal 


Feed  Record 

Milk  Record 

Days 

Hay 

Corn 

Stov¬ 

er 

Oil 

Meal 

Bar¬ 

ley 

Corn 

Lbs. 

lOths 

Remarks 

Lbs 

Lbs. 

Lbs. 

Lbs. 

Lbs. 

Lbs. 

Lbs. 

Friday  P.  M _ 

Saturday  A.  M 
Saturday  P.  M 

Sunday  A .  M . . . 

Sunday  P. M 

Monday  A .  M . 

Monday  P.  M 

Tuesday  A.  M 

Tuesday  P.  M 

Wed’sday  A.  M. 
Wed’sday  P.  M. 
Thursday  A.  M . 
Thursday  P.  M. 

- 

Friday  A .  M 

Total  lbs . 

Value  per  lb 

Test . 

Cost . 

Fat  Total . 

Weight . 

Value  per  lb. 
Value  of  pro¬ 
duct 

Doss  nr  Gain  .  . 

Total  Cost  of  Ra 

Profit, 

ition . 

Remarks: 


Signed 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


59 


No.  5.  Quarterly  Time  Record  Report. 

Quarterly  Report  of  Home  Project 


Date . 

Name  of  Student 
Name  of  Project. 
Scope  of  Project. . 


TIME  RECORD 

WEEK 

NO.  OF 
HOURS 

WORK  DONE  EACH  WEEK 

Cost. 

First .... 

Second. . 

Third  . . . 

Fourth. . 

Fifth _ 

Sixth.... 

Seventh . 

Eighth 

N  inth  . . . 

Tenth . . . 

. | . 

Total. . . . 

. I . 

What  I  have  learned  from  the  project: 

I  believe  that  the  above  report  is  a  true  statement. 


Parent  or  Guardian 


No.  6.  Complete  Time  Record  Report. 

(From  New  York  State  Bulletin) 
. HIGH  SCHOOL. 

Agricultural  department 
PUPIL'S  PROJECT  TIME  SHEET 

Name  of  pupil . 

Name  of  parent . . . 


DATE 

DESCRIPTION 
OF  WORK 

SELF 

MAN 

HORSES 

From 

To 

From 

To 

From 

To 

\ 

Total  in  hours 

j 

60 


.  AGRICULTURE  IN  THE  HIGH  SCHOOL 


No.  7.  Complete  Account  Record 

a.  Poultry  Project.  The  following  shows  a  simple  set  of  ac¬ 
counts  taken  from  the  New  York  bulletin  on  “Agriculture  in  the 
High  School.”  The  boy  who  carried  out  this  project  started  with 
3  hens  (breed  luncertain).  4  anconas,  3  Plymouth  rocks,  4  white 
orpingtons,  6  buff  Orpingtons  and  1  buff  orpington  cock.  He  set 
3  hens  with  eggs  from  the  buff  orpington  pen  and  raised  3  6  chicks. 
The  other  stock  he  gradually  used  and  sold  off  until  at  the  end 
of  a  year  he  had  all  pure  bred  buff  orpington  stock.  In  the  mean¬ 
time  he  paid  himself  $24.30  for  labor  and  made  a  net  gain  of  $26.39. 


Dr. 

Inventory 

rf! 

Cr. 

1914 

1913 

Feb. 

1 

Poultry 

$41  .. 

Feb.  1 

Poultry 

$26  20 

Equipment 

4  .. 

Equipment 

4  .. 

Feed 

1  50 

Feed 

3  50 

To  balance 

12.80 

$46.50 

$46  50 

Cash  or  Personal 

1913 

1913 

Mar. 

1 

4  lb.  hen 

$  70 

Feb  8 

Bran  (.50)  lice 

Apr. 

5 

4  lb.  hen  - 

70 

powder  (.25) 

$  75 

Apr. 

12 

4  lb  hen 

70 

Mar.  21 

Feed  200  lbs. 

3  70 

Apr. 

14 

1  wh  o>  p.  hen 

1  .. 

Apr.  22 

1  pkg.  Pan-a-cea 

25 

Apr. 

25 

1  ancona  hen 

70 

May  12 

Chicken  feed,  10  lbs. 

25 

May 

8 

44  lb.  hen 

80 

May  12 

Bread 

12 

May 

15 

1  P.  R.  hen 

1  .. 

June  3 

Chicken  feed,  20  lbs. 

50 

June 

5 

1  P.  R.  hen 

1  .. 

June  3 

Meal,  40  lbs. 

1  .. 

July 

9 

1  R.  H.  hen 

80 

June  4 

Feed,  100  lbs. 

1  80 

July 

11 

1  P.  R.  hen 

1  .. 

July  10 

Feed,  100  lbs. 

2  00 

M  ash,  50  lbs. 

70 

etc.,  etc. 

J 

Sept.  30 

Feed,  300  lbs. 

5  85 

Feb . 

28 

Eggs,  208 

4  51 

etc.,  etc. 

M  ar. 

31 

Eggs,  308 

6  07 

Apr. 

30 

Eggs,  291, 

4  84 

- 

1 

j  etc.,  etc. 

Summary 

1913 

1914 

... 

Feb. 

1 

Inventory 

$46  50 

Feb.  1 

Feed,  etc. 

$37  92 

Fowls  sold 

23  05 

Labor  (self) 

24  30 

Eggs  sold 

53  26 

Rental 

6  .. 

Interest 

2  .. 

Inventory 

26  20 

Net  gain 

26  39 

$122  81 

$122~81_ 

AGRICULTyRE  IN  THE  HIGH  SCHOOL 


61 


b.  Complete  Account  on  Potato  Project.  Taken  from  the  re¬ 
port  of  the  boy  who  won  first  prize  in  a  potato  contest  held  in  On¬ 
tario,  Canada.1  The  plot  operated  was  one-tenth  of  an  acre. 


Expenses 


Rent  of  land  (at  rate  of  $3.00  per  acre) .  $  30 

•Cost  of  labor  (a)  for  horses  (at  10c  per  hour  each) .  1  00 

(b)  for  self  (at  10c  per  hour)  .  50 

(c)  for  oth'er  assistance  (at  20c  per  hour) .  50 

Cost  of  manure  (at  $1.00  per  ton)  .  2  00 

Cost  of  commercial  fertilizers  . 

Cost  of  seed  .  3  00 

Cost  of  spraying  material  . .  50 


Total  cost  .  $7  80 


Receipts 


Total  value  of  salable  potatoes  on  plot  at  60c  per  bushel  .  $37  80 

Value  of  unsalable  tubers  at  10c  per  bushel  . .  25 


Total  value  .  . .  $38  05 

/ 


Statement  of  Profit  and  Loss 

Total  value  of  crop  as  above  .  $38  05 

Total  cost  of  production  . .  .  7  80 


Net  profit  . .  $30  25 

Net  cost  of  producing  one  bushel  (60  lbs.) .  12 

Net  profit  per  acre  from  the  enterprise .  302  50 

I  hereby  certify  that  the  information  submitted  in  this  Report  Form  is  cor¬ 
rect  and  that  I  have  conducted  the  work  according-  to  the  specified  rules  of  the 
competition  to  the  best  of  my  ability. 

Signed  John  Robert  Thompson. 

Dated  at  Cummins  Bridge 
this  29th  day  of 
Sept.  1914. 


No.  8.  Teacher’s  Record  of  Reports  on  Home  Projects 

The  teacher  should  keep  a  record  giving  a  concise  summary  of 
all  the  project  work  and  showing  just  what  pupils  have  completed 
the  work  with  satisfactory  results.  The  following  shows  such  a 
record  taken  from  the  New  York  State  Bulletin. 


1  See  Leake.  The  Means  and  Methods  of  Agricultural  Education.  Houghton  Mifflin 
Co.  p.  102. 


TEACHER’S  RECORD  OF  REPORTS 


62 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


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AGRICULTURE  IN  THE  HIGH  SCHOOL 


63 


It  has  been  previously  stated  that  every  agriculture  teacher  who 
is  employed  for  an  eleven  months  year  should  keep  a  careful  and 
full  account  of  just  how  his  time  is  spent  each  day  during  the  time 
when  school  is  not  in  session.  This  report  should  be  presented  to 
the  school  board  at  least  once  a  month  and  a  copy  should  also  be 
sent  to  the  state  superintendent.  Perhaps  a  report  once  in  two 
weeks  might  be  even  better.  Where  any  arrangement  is  made 
with  the  agricultural  teacher  for  the  meeting  of  any  part  of  his 
expenses  in  connection  with  this  summer  work,  a  carefully  kept 
expense  account  should,  of  course,  be  presented  also  to  the  board. 
Such  an  account  is  desirable  in  any  case.  The  following  is  a  sug¬ 
gestive  blank  to  be. used  for  this  Teacher’s  Report. 

No.  9.  Teacher’s  Bi-weekly  or  Monthly  Report 

(To  the  School  Board  on  Summer  Work) 

Name  of  School . . 

Name  of  Teacher  . . Date . 

Report  of  Summer  Work  from . 191.  .  .to . 191.  .  . 


Date 

Work  Done 

No.  of 
hours 

Expenses 

July  1 

July  2 

July  3 

July  4 

Etc. 

I  hereby  certify  that  the  above  is  a  correct  report  of  my  official  work 
as  director  of  high  school  agriculture  during  the  above  period. 

Signature . 

A  fuller  written  report  should  be  made  out  at  the  end  of  the 
summer  in  which  all  data  of  time  and  expense  should  be  tabu¬ 
lated  and  explained  with  a  good  summary  of  results.  The  follow¬ 
ing  summary  is  taken  from  a  final  report  made  at  Livingston: 


Summary  of  Summer  Work 


Work  on  plots,  garden,  lawn,  diamond,  etc . 12  days 

Collecting  and  making  up  samples,  etc .  4  days 

Fair  exhibit,  Platteville .  2%  days 

Work  on  farm  papers  and  bulletins  for  Agri.  Library .  2*4  days 

On  club  work  . 1414  days 

Testing  work . 11 14  days 

Jersey,  Guernsey  club  picnics,  etc .  3*4  days 


Total 


50%  days 


64 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Required  time  .  2  mos. 

Farms  visited  once  or  more .  36 

Gardens  in  village  visited,  etc . .  15 

Cost  to  support  and  rent  horse  6  weeks . $25.00 

Miles  covered  in  the  country  (about) . 320 


Signed — C.  R.  Wiseman,  Livingston. 
No.  10.  For  Recording  Visits  to  Pupils. 


Name  of 
Pupil. 


3  3 


3  3 


>>  Uj  * 

3  I  3  |  5 


Wm.  Hanson. 
John  Burns. . . 
(t.  McDonald. 
Chas.  Mills 
Edwin  Jones, 
etc . 


SUPERVISION  OF  PROJECTS 

Adequate  supervision  of  the  project  work  has  already  been  urged  as 
a  necessity  if  the  work  is  to  have  real  educational  value.  It  is  com¬ 
paratively  easy  to  supply  this  for  the  school  projects  during  the 
school  year  when  the  agriculture  teacher  is  giving  his  whole  attention 
to  the  course.  As  far  as  the  instruction  work  is  connected  with  the 
school  plot  or  other  school  project,  actual  school  time  should  be  given 
by  the  class  to  such  projects.  School  time  should  not,  however,  be 
given  as  a  rule  to  actual  routine  labor.  This  should  be  provided  for 
outside.  The  matter  of  providing  supervision  for  school  projects  dur¬ 
ing  the  summer  should  have  very  careful  attention.  Altogether  the 
best  way  to  secure  this  is  through  the  employment  of  the  agricultural 
teacher  for  at  least  eleven  months  and  the  necessity  of  this  has  come 
rapidly  to  be  recognized.  Nearly  half  of  the  high  school  departments 
of  agriculture  in  the  state  are  now  following  this  plan  and  it  is  hoped 
that  in  the  near  future  this  may  be  required  of  all  such  departments 
as  a  condition  of  state  aid.  Teachers  so  employed  should  map  out  a 
very  definite  plan  of  summer  work.  This  plan  should  include,  of 
course,  proper  attention  to  school  plot  and  to  any  other  school  pro¬ 
jects  in  operation,  but  it  should  also  include  systematic  visits  to  all 
pupils  who  are  carrying  on  projects  at  home. 

It  is  desirable  that  the  teacher  should  stay  a  day  or  two  in  each 
place  when  thq  project  should  be  thoroughly  inspected  and  such  in¬ 
struction  should  be  given  as  appears  needed.  The  teacher  also  has  at 
the  time  of  this  visit  the  finest  possible  chance  to  get  acquainted  with 
the  parents  and  learn  of  their  methods  and  problems.  The  teacher 
will  be  wise  to  assume  the  attitude  at  first  of  a  learner  rather  than 
that  of  the  expert,  and  if  he  can  also  be  ready  to  turn  in  with  a  help¬ 
ing  hand  at  a  busy  time  on  the  farm,  a  great  advantage  will  be  gained. 


visits 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


65 


FIELD  OF  ALFALFA  GROWN  BY  AGRICULTURAL  BOYS  AT  MONDOVI  ON  A 
LOCAL  FARM.  THE  OWNER  CO-OPERATING.  A  VERY  SUCCESSFUL  PROJECT. 


SCHOOL  PLOT1  AT  GREEN  BAY,  EAST'  SIDE.  ABOUT  THREE  ACRES.  44  BOYS 
WERE  GIVEN  GARDENS.,  EACH  17  FEET  BY  46V2  FEET. 


5 


66 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


It  is  in  this  way  that  the  most  effective  kind  of  extension  work  may  be 
started.  Three  or  four  such  visits  ought  to  be  made  during  the  sum¬ 
mer  to  each  boy  who  is  carrying  on  the  home  project  work. 

The  matter  of  expenses  on  these  trips  is  one  of  some  importance. 
It  is  hoped  that  as  school  boards  see  the  value  of  this  work  that  they 
will  be  ready  to  supply  compensation  to  meet  such  expense.  Some  are 
already  doing  this.  In  other  cases  many  teachers  are  finding  ways  of 
meeting  the  problem.  Some  are  providing  themselves  with  bicycles 
or  motorcycles  for  transportation  and  in  most  cases  parents  are  very 
glad  to  furnish  meals  during  the  stay  of  the  teacher.  Often  parents 
are  also  glad  to  furnish  transportation  to  a  limited  extent.  If  no  other 
means  of  transportation  can  be  arranged,  walking  is  always  a  last  re¬ 
sort  and  withal  a  very  effective  method. 

In  case  the  agricultural  teacher  is  not  employed  for  eleven  months, 
some  other  supervision  ought  to  be  provided  for  the  summer  work. 
In  a  number  of  cases  some  local  person  has  been  found  who  was  ready 
to  do  this  at  very  small  expense.  An  experienced  older  student  may 
sometimes  be  secured.  If  no  special  supervision  is  supplied  during 
the  summer  the  regular  teacher  should  give  the  fullest  possible  atten¬ 
tion  to  the  home  projects  as  late  as  possible  before  the  end  of  the  year 
and  again  as  early  as  possible  in  the  fall.  No  better  thing  could  be 
done  for  the  success  of  this  course,  as  well  as.  for  the  benefit  of  the 
whole  school,  than  for  the  agricultural  teacher  to  return  several  days 
early  and  devote  the  time  to  inspecting  the  home  projects  and  visit¬ 
ing  in  other  farm  homes  of  the  community.  Frequently  young  people 
not  in  school  may  become  interested  through  such  visits  and  be  led 
to  a  decision  to  enter  high  school. 

There  have  been  a  number  of  cases  in.  the  state  where  the  agri¬ 
cultural  teacher  in  his  enthusiasm  to  develop  practical  work  that 
would  interest  the  community,  has  found  a  way  to  stay  during  the 
summer  and  give  supervision  to  both  the  school  and  home  projects 
without  compensation.  It  is  interesting  and  significant  to  notice  that 
in  nearly  all  such  cases  an  interest  has  been  aroused  which  has  led  to 
the  employment  of  the  agriculture  teacher  for  eleven  months  the  fol¬ 
lowing  year.  However,  important  as  the  summer  supervision  is,  it 
should  be  noted  that  some  fairly  successful  project  work  may  be  com¬ 
pleted,  by  a  careful  plan  of  reports  and  by  a  well  planned  school  ex¬ 
hibit  in  the  fall.  If  the  work  is  started  in  this  way  a  community  in¬ 
terest  is  usually  aroused  which  leads  to  some  plan  of  supervision  for 
the  following  year. 

h.  Credit  for  Home  Projects.  If  the  home  project  work  is  to 
be  considered  as  an  essential  part  of  the  agriculture  work  as  has 
been  urged,  there  should  be  some  plan  by  which  credit  is  definitely 
given  for  it.  Effort  has  been  made  by  some  to  work  out  an  elaborate 
system  of  credits  by  which  a  certain  proportionate  amount  of  credit 
shall  be  given  based  on  the  time  devoted  to  the  project  work.  Re¬ 
sults  of  one  such  effort  have  been  published  by  the  United  States  De¬ 
partment  of  Agriculture  as  Bulletin  No.  385,  on  School  Credit  for 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


67 


Home  Practice  in  Agriculture.1  Many  good  suggestions  are  contained 
in  this  bulletin  but  much  of  it  is  probably  too  elaborate  for  practical 
use  in  most  cases.  Moreover,  a  mechanically  fixed  system  of  credits 
is  not  considered  desirable  in  the  high  school  work.  The  motive  of 
working  simply  for  marks  is  already  too  apparent  in  its  bad  effects 
upon  the  schools.  In  this  work  especially  the  practical  vocational 
motive  should  be  emphasized  above  everything  else.  However,  stu¬ 
dents  should  be  made- to  feel  that  the  project  work  is  an  essential  part 
of  the  work  and  they  should  be  held  definitely  responsible  for  its  com¬ 
pletion.  There  should  therefore  be  some  definite  plan  of  crediting  this 
work.  It  is  thought  wise  here  to  leave  to  individual  teachers  the  mat¬ 
ter  of  what  proportionate  amount  of  credit  should  be  given  to  this 
in  relation  to  other  phases  of  the  work.  It  cannot  fairly  be  put  wholly 
on  a  time  basis  though  this  should  perhaps  be  considered.  It  is  even 
questioned  whether  it  is  wise  to  give  any  percentage  mark  to  this 
part  of  the  work  by  itself,  but  rather  to  count  it  as  part  of  the  whole 
plan  of  the  instruction  work.  The  percentage  mark  is  often  only  a 
temptation  to  the  pupil  to  falsify  reports  or  to  do  dishonest  work. 
The  joy  of  success  in  the  project  itself  and  in  the  mastery  of  the 
problems  involved  is  the  real  motive  which  should  be  aroused  by  every 
possible  means. 


i.  Suggestions  for  Special  Projects 

(1)  Projects  to  begin  with.  Three  of  the  projects  in  the 
above  list  are  regarded  as  most  feasible,  for  schools  just  beginning 
this  work.  First,  garden  work  is  best  adapted  to  seventh  and  eighth 
grades  and  for  first  year  in  the  high  school.  It  may  also  do  well  for 
second  year  in  high  school.  It  is  further  specially  adapted  to  pupils 
living  in  cities  or  villages.  Hotbed  work  connects  very  nicely  with 
the  garden  work.  Five  or  six  vegetables  should  be  selected  for  all  in 
the  garden  group  to  raise.  Beets,  carrots,  cabbages,  potatoes,  onions, 
and  tomatoes  make  a  good  list.  In  addition,  each  pupil  may  be 
allowed  to  select  several  more  which  appeal  especially  to  his  interest. 
A  uniform  sized  plot  is  desirable,  but  this  may  vary  for  different 
grades.  For  first  year  high  school  pupils,  a  good  size  is  30x50  feet. 

A  second  project  is  raising  pure  bred  corn  or  standard  potatoes  on 
a  given  area.  The  “Acre  Corn  Contest”  is  being  carried  on  by  many 
schools,  but  the  half  acre  may  be  used.  A  quarter  acre  ig  good  for 
potatoes.  The  Iowa  State  College  of  Agriculture  publishes  a  fine 
circular  on  the  “Corn  Acre  Project.”1  Potato  and  Canning  Club  work 
is  described  in  a  circular  of  the  University  of  Maine.2 

A  third  project  is  adapted  to  girls.  It  consists  in  raising  tomato 
plants,  producing  fruit  and  canning  at  least  a  part  of  the  product. 
Green  tomato  pickles  may  also  be  made.  Both  the  fruit  and  the 


1  School  Credit  for  Home  Practice  in  Agriculture,  by  P.  E.  Heald,  Bulletin  No.  385, 
States  Relation  Service,  U.  S.  Dept,  of  Agriculture,  Washington,  D.  O. 

e  Jowa  Boys’  and  Girls’  Clubs,  Course  1— Acre  Corn  Contest.  Clrc.  19,  1912.  Iowa 
State  College  of  Agriculture,  Extension  Department,  Ames,  Iowa. 

2  Agricultura1  Contests  for  Boys  and  Girls.  Circ.  2,  Nov.  1913.  Extension  Depart¬ 
ment,  College  of  Agriculture,  University  of  Maine,  Orono,  Maine. 


68 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


canned  product  may  be  exhibited.  The  tomato  project  is  not  very 
well  adapted  to  the  northern  part  of  the  state.  Beans  or  peas  may 
be  substituted  for  the  tomatoes. 

(2)  Poultry  Project.  Poultry  work  has  been  especially 
successful  as  a  home  project  in  many  schools.  This  has  been  par¬ 
ticularly  true  for  boys  living  in  villages  or  cities.  At  Green  Bay 
nearly  a  hundred  boys  were  carrying  on  this  project  at  one  time. 
After  a  breed  had  been  selected  by  each  boy,  pure  bred  eggs  were  pur¬ 
chased  and  hatched  in  the  school  incubator,  each  boy  paying  a  small 
sum  for  operating.  When  chicks  were  hatched  they  were  taken  home 
and  each  boy  was  expected  to  make  or  purchase  a  brooder  and  later 
necessary  coops.  Before  winter  a  suitable  house  was  constructed  and 
the  hens  were  brought  to  producing  as  soon  as  possible.  Careful 
records  were  kept  of  all  costs  and  expenses  for  a  year.  Fowls  were 
exhibited  at  the  midwinter  poultry  show  held  at  the  school. 

Here  is  the  summary  of  one  boy’s  account  for  a  year’s  work. 

Expenses 


Cost  of  chickens  to  start  with .  $4.65 

Cost  of  keeping  chickens  1  year .  26.00 


Total  cost  .  $30.65 

Receipts 

No.  eggs  produced  by  20  hens  from  Dec.  1,  1914,  to  Dec.  1,  1915 .  2,147 

No.  eggs  sold  .  827 

Eggs  sold  . •• .  $17.56 

Eggs  used  .  27.50 

33  cockerels  at  60c .  19.80 

Hens  sold  .  9.25 


Total  receipts  .  $74.11 

Cost  .  30.65 


Net  profit  .  $43.-16 


(3)  Steer  Project.  A  steer  fattening  project  aroused  un* 
usual  interest  at  New  Richmond.  The  boys  of  the  Animal  Husbandry 
class  each  contributed  $12.00  for  the  purchase  of  two  yearling  steers, 
one  pure  bred  and  the  other  seven-eighths  shorthorn.  A  barn  and 
small  pasture  were  rented  nearby  the  school  house.  Rations  were 
figured  out'  by  the  boys  as  a  part  of  the  class  work  and  the  work  of 
fattening  was  begun,  each  boy  being  held  responsible  for  feeding  the 
animals,  for  at  least  one  week.  The  ration  used  at  first  was  changed 
once  or  twice  due  to  individual  differences  discovered  in  the  animals. 
The  steers  were  fed  between  October  2nd  and  December  17th  when 
they  were  sold  to  a  local  butcher.  During  the  fattening  the  animals 
were  taken,  to  the  city  scales  and  weighed  each  week.  This  part  of 
the  program  aroused  unusual  community  interest.  In  fact,  such  a  gen¬ 
eral  local  interest  had  been  developed  by  the  time  the  project  ended 
that  the  business  men  including  a  number  of  farmers  gave  the  boys  a 
banquet  at  the  leading  hotel.  The  event  was  made  an  important 
affair  at  which  after  dinner  talks  were  made  by  leading  local  men 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


69 


and  by  a  number  of  outside  visitors.  The  boys  themselves  were  repre¬ 
sented  in  these  talks.  The  interest  aroused  in  this  whole  project  was 
so  great  that  the  following  year  a  stock  company  was  organized  in 
the  school  for  the  purchase  of  steers.  Stock  was  sold  at  $1.00  per 
share.  The  steers  this  year  were  sold  in  St.  Paul  and  the  boys  ac¬ 
companied  by  the  agricultural  director  made  a  trip  to  the  stockyards 
to  market  the  steers  and  see  them  slaughtered. 

(4)  Dairy  Project.  Dairy  cows  have  been  kept  and  their 
products  marketed  in  at  least  three  of  the  high  school  departments 
of  the  state.  Small  dairy  barns  have  been  constructed  at  Green  Bay 
and  Viroqua. 

(5)  Farm  Management  Project.  A  very  successful  farm 
management  project  was  carried  out  at  Omro  during  the  year  1914-15. 
This  was  carried  out  through  a  cooperative  arrangement  with  the 
College  of  Agriculture  of  the  University  of  Wisconsin,  and  the  U.  S. 
Department  of  Agriculture.  In  this  study  79  ordinary  farms  in  the 
vicinity  of  Omro  were  investigated  as  to  capital  invested,  equipment, 
crops  raised,  stock  kept,  total  expenses  and  receipts.  From  these 
were  computed  farm  income,  interest  on  capital  and  labor  income. 
Blanks  for  this  work  were  secured  from  the  U.  S.  Department  of  Ag¬ 
riculture  and  the  boys  in  the  farm  management  class  assisted  and 
directed  by  the  agriculture  teacher  gathered  the  data  and  computed 
results.  Fuller  information  about  the  plan  and  results  may  be  ob¬ 
tained  by  writing  the  College  of  Agriculture,  University  of  Wiscon¬ 
sin,  Farm  Management  Department. 


LITERATURE  ON  HOME  PROJECTS 

Home  projects  in  secondary  agriculture.  U.  S.  Department  of  Agri¬ 
culture,  Department  Bulletin  No.  346,  States  Relation  Service. 

Agricultural  projects  for  elementary  schools — The  Commonwealth  of 
Massachusetts,  Bulletin  of  the  Board  of  Education,  1911  No.  1, 
whole  No.  1,  2d  Edition  Nov.  11,  1913  Boston,  Mass. 

The  Massachusetts  home  project  plan  of  vocational  agricultural  educa-  . 
tion  by  R.  W.  Stimson,  U.  S.  Bureau  of  Education,  Bulletin  No.  8, 
1914.  Whole  No.  579. 

Suggestions  for  school  and  home  projects  in  agriculture  by  K.  L. 
Hatch  and  W.  T.  Stewart,  Bulletin  of  the  University  of  Wisconsin, 
No.  757,  High  School  Series  No.  16. 

Home  projects  for  school  agriculture  by  A.  W.  Nolan,  Agricultural 
College  Extension,  University  of  Illinois,  Urbana,  Ill.,  March,  1913. 

Correlating  agriculture  with  the  public  school  subjects  in  the  northern 
states  by  C.  H.  Lane,  U.  S.  Department  of  Agriculture,  Bulletin  No. 
281. 

Supervision  of  home  project  work.  Bulletin  No.  22,  Department  of 
Public  Instruction,  Educational  Publications,  Vocational  Series, 
No.  14,  Indianapolis,  Indiana. 

Boys  and  girls  club  work.  Annual  Report  for  1914.  Commonwealth 
of  Massachusetts,  State  Board  of  Agriculture,  Boston,  Mass. 

School  credit  for  home  practice  in  agriculture  by  F.  E.  Heald,  Bulletin 
No.  385,  States  Relation  Service,  U.  S.  Department  of  Agriculture. 
Reprinted. 


70 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(6)  Contests  and  Exhibits.  Every  school  giving  the  agri¬ 
culture  course  should  plan  an  annual  fall  exhibit  or  Harvest  Festival. 
Many  schools  are  holding  also  a  mid-winter  poultry  exhibit.  These 
are  of  the  greatest  value  in  emphasizing  results,  increasing  interest 
and  developing  a  strong  motive  for  the  best  effort.  A  school  exhibit 
should  be  planned  in  the  fall  when  the  products  of  the  projects  are 
sufficiently  matured.  This  school  exhibt  is  of  special  importance  as 
a  means  of  bringing  the  people  of  the  community  to  the  school  where 
they  may  see  and  understand  more  fully  the  work  of  the  agriculture 
course. 

It  is  especially  desirable  that  the  exhibit  should  be  held  at  the  school 
if  possible;  at  least,  it  should  be  under  the  direction  of  the  school 
and  should  be  made  an  important  feature  of  the  agriculture  course. 
One  of  the  best  plans  for  the  school  exhibit  is  to  arrange  a  general 
“Harvest  Festival”  in  which  the  agricultural  side  is  made  a  promi¬ 
nent  feature  and  in  which  any  other  work  of  the  school  may  be  ex¬ 
hibited  also.  The  domestic  science  department,  in  schools  where  this 
exists,  can  furnish  most  excellent  help  in  such  a  festival.  The  social 
side  may  well  be  given  some  prominence.  This  links  up  very  nicely 
with  the  domestic  science  side.  Invitations  should  be  planned  and 
sent  out  by  members  of  the  agriculture  classes  to  patrons  of  the  school 
and  other  members  of  the  community.  Following  the  Harvest  Festi¬ 
val  at  school,  the  best  of  the  school  exhibit  may  be  made  the  basis  of 
another  exhibit  at  the  County  Fair  or  at  some  other  important  agri¬ 
cultural  gathering.  Frequently  a  school  exhibit  may  be  made  in 
connection  with  a  local  poultry  show  or  pupils  may  be  urged  to  make 
individual  entries.  Efforts  should  be  made  to  cooperate  as  far  as 
possible  with  other  agricultural  agencies  of  the  locality.  County 
superintendents  in  many  counties  are  planning  such  work  through¬ 
out  the  county.  The  bankers  in  many  localities  have  shown  special 
interest  in  giving  help  in  such  contests.  The  -  plan  may  be  made 
easily  broad  enough  to  include  exhibits  open  to  the  farmers  as  well 
as  the  pupils. 

In  connection  with  the  exhibts,  -contests  should  be  planned  as  an 
important  feature.  Suitable  prizes  should  be  offered.  Conditions  of 
the  contests  and  a  full  plan  for  the  prizes  should  be  carefully  worked 
out  and  adopted  when  the  projects  are  arranged.  Money  prizes  may 
be  offered,  but  such  prizes  as  good  books  on  agricultural  subjects,  agri¬ 
cultural  journals,  useful  farm  articles  donated  by  the  business  men 
of  the  town,  pure  bred  seed  or  young  animals,  a  trip  to  the  County 
or  State  Fair,  or  a  trip  to  the  Boy's  Short  Course  at  Madison,  are  much 
more  desirable.  Business  men  in  towns  where  agricultural  courses 
are  given  have  shown  unusual  interest  in  giving  help  financial  and 
otherwise,  in  connection  with  these  school  exhibits.  Dealers  are 
usually  ready  to  donate  useful  farm  articles.  Agricultural  papers 
have  been  exceedingly  generous  in  donating  subscriptions  although 
they  could  not  be  expected  to  do  this  very  generally. 

Stock  judging  contest  work  is  very  valuable  and  has  become  very 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


n 


INCUBATOR  ROOM,  GREEN  BAT  WEST  SIDE  HIGH  SCHOOL. 


WINTER  POULTRY  EXHIBIT,  GREEN  BAY  WEST  SIDE  HIGH  SCHOOL. 
500  BIRDS  ENTERED. 


72 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


popular  about  the  state.  Much  of  this  may  be  organized  among  the 
pupils  of  the  same  school,  but  an  occasional  contest  among  several 
schools  of  a  district  adds  to  the  interest  and  stimulates  the  best  work. 
Last  year  a  state  contest  was  organized  and  held  at  the  Agricultural 
College,  Madison.  Detailed  plans  for  conducting  stock  judging  con¬ 
tests  and  for  calculating  rankings  and  percentages  is  given  under  the 
treatment  of  “Farm  Animals”  in  this  manual. 

Some  State  Fairs  have  been  giving  large  attention  during  the  last 
few  years  to  young  people’s  agricultural  exhibits  and  contests.  At 
the  1916  Wisconsin  State  Fair  a  large  exhibit  space  was  devoted  to 
this  work  and  a  series  of  contests  was  carried  out  for  both  boys  and 
girls.  The  classes  of  exhibts  included  garden  products,  fruit,  corn, 
potatoes,  alfalfa,  grains,  poultry,  calf  raising,  pig.  raising  and  baby 
beef  for  the  boys  and  needlework,  canning  and  cooking  products  for 
the  girls.  Special  contests  were  held  in  stock  judging,  corn  judging, 
apple  judging  and  identification,  canning,  sewing  and  baking.  Special 
prizes  were  given  for  school  exhibits  and  booths.  Full  information 
concerning  premiums,  rules  and  regulations  of  this  department  may 
be  obtained  by  writing  to  the  State  Department  of  Agriculture,  Capi¬ 
tol  Building,  Madison. 

The  exhibit  and  contest  work  should  be  looked  upon  not  as  the 
main  feature  of  an  agricultural  course,  but  rather  as  a  very  val¬ 
uable  objective  means  of  rounding  up  interesting  results  of  the 
more  fundamental  daily  work.  Such  exhibits  help  greatly  in  stim¬ 
ulating  a  strong  motive  on  the  part  of  the  pupils  and  in  arousing 
their  best  efforts.  At  the  same  time,  they  are  the  best  means  of 
arousing  interest  on  the  part  of  the  community  and  securing  its 
best  support.  It  is  difficult  to  get  patrons  to  visit  the  schools  in 
connection  with  the  ordinary  daily  work,  whereas  they  wfill  come 
eagerly  in  connection  with  some  special  exhibit  at  which  time  it 
may  be  possible  to  acquaint  them  with  the  whole  work  and  often 
gain  loyal  support  where  only  unintelligent  criticism  has  existed. 
For  these  reasons  exhibts  and  contests  are  of  greatest  importance 
during  the  early  development  of  an  agricultural  course  though 
they  continue  to  have  great  value.  The  “Harvest  Festival”  is  there¬ 
fore  strongly  recommended  as  an  annual  event  in  all  schools  giving 
this  course. 

In  all  such  exhibits  it  should  be  emphasized  in  every  possible 
way  that  the  work  represents  the  results  of  the  course  in  school. 
For  this  reason  the  exhibt  ought  to  be  held  at  the  school  wher¬ 
ever  adequate  space  can  be  secured.  If  necessary  to  hold  it  else¬ 
where,  all  the  advertising  and  labeling  of  exhibits  should  make  the 
name  of  the  school  a  prominent  feature  and  should  show  that  the 
whole  thing  is  the  product  of  school  work  and  especially  of  the 
agricultural  course.  This  does  not  mean  that  exhibits  by  farmers 
and  by  others  not  in  school  may  not  be  made  a  part  of  a  school 
exhibit,  but  in  such  cases  outside  exhibitors  should  be  placed  in  a 
separate  class  and  their  exhibits  should  be  so  labeled. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


73 


The  following  bulletins  and  circulars  give  helpful  material  in 
connection  with  exhibits  and  contests: 

From  U.  S.  Department  of  Agriculture 

Farmer’s  Bulletin,  No.  385,  Boys’  &  Girls’  Agricultural  Clubs. 
Farmer’s  Bulletin,  No.  562,  Organization  of  Boys’  and  Girls’  Poultry 
Clubs. 

Circular  803,  Bureau  of  Plant  Industry  on  Organization  and  Instruc¬ 
tion  in  Boys’  Corn-Club  Work. 

From  Extension  Division,  Agricultural  College,  University  'of 
Minn. 

Leaflets  on  Gardening  and  Canning  Clubs. 

A  Potato  Growing  Contest 
Boys’  and  Girls’  Club  Work 
Pig  Clubs  for  Minnesota 

Industrial  Contests  for  Minnesota  Boys  and  Girls,  1914-15 
Report  of  Boys’  and  Girls’  Club  Work  for  1914. 

From  Agricultural  Experiment  Station,  Purdue  University,  La- 
Fayette,  Indiana 

Circular  No.  29,  Live  stock  Judging  for  Beginners  (Revised  edition) 
Circular  No.  19,  Industrial  Contests  for  Boys  and  Girls 


Write  to  the  State  Board  of  Agriculture  for  the  Complete  Pre¬ 
mium  List  of  the  Wisconsin  State  Fair. 

The  following  tables  and  blanks  are  suggestive  for  the  organiza¬ 
tion  of  corn  or  potato  contests  and  may  be  adapted  for  use  in  other 
cases. 


Record  Blank  on  Selection  of  Plot 

Member’s  Name _ „ _ 

1.  Nature  of  Project  _ 

2.  Date  plot  was  selected _ _ _ 

3.  Kind  of  soil:  (Clay,  black  loam,  sandy  loam,  etc.) 


4.  Crop  raised  or  other  use  of  land  last  year 


5.  Size  of  plot:  (Use  rods  or  feet,  exact  measurement) 


6.  Location  of  plot:  (What  part  of  farm,  field,  etc.) 


7.  Width  of  border  around  plot  to  be  planted  to  same  kind  of  corn 


8.  Amount  of  rent  to  be  paid  for  use  of  plot.  $ 

9.  If  plot  is  owned,  amount  of  rental  value.  $ _ 

10.  Difficulties,  if  any,  in  securing  suitable  plot _ 


NOTE:  The  idea  of  a  border  in  point  “6”,  is  to  avoid  injury  at  the  edges  of  the 
plot. 


74 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


High  School  Acre  of  Corn  Contest 
Contest  Rules 

No.  1.  Each  boy  or  girl  who  enters  the  contest  must  grow  one 
acre  (160  square  rods)  of  Wisconsin  No.  12  (Golden  Glow)  or 
Wisconsin  No.  7  (Silver  King)  pure  bred  corn. 

No.  2.  The  acre  must  be  measured  and  approved  by  the  committee 
of  the .  high  school. 

No.  3.  Each  contestant  must  furnish  his  own  pure  bred  seed  corn. 
*^o.  4.  The  contestant  must  exhibit  at  the  School  corn  show,  ten  of 
his  ears  of  corn,  raised  upon  this  acre. 

No.  5.  The  contestant  must  exhibit  at  the  school  corn  show,  one 
bushel  (80  lbs.)  of  corn,  raised  upon  this  acre. 

No.  6.  A  set  of  accounts  showing  net  profit  and  a  statement  of  his 
yield  in  bushels  and  pounds  must  be  exhibited  at  the  school  corn 
show. 

No.  7.  The  accounts  and  yield  must  be  certified  to  by  two  neigh¬ 
bors  who  are  not  relatives.  The  persons  to  be  selected  by  the  person 
entering  the  contest  at  the  time  of  the  entry,  subject  to  the  approval 
of  the  committee. 

No.  8.  The  committee  shall  consist  of  the  board  of  education,  the 

city  superintendent  and  the  agricultural  instructor  of  the - 

high  school. 

No.  9.  The  account  shall  be  figured  as  follows:  Rental  of  land 
$5.00,  seed  corn  $2.00  per  bushel;  labor,  man  15c  per  hour;  man  and 
horse  25c  per  hour;  man  and  team  40c  per  hour;  use  of  machinery 
$2.00;  manure  50c  per  load;  husking  corn  5c  per  bushel,  and  other 
items  of  expense  at  cost. 

No.  10.  All  contestants  must  agree  to  enter  all  four  departments. 
No  premium  to  be  paid  unless  all  four  entries  are  made. 

No.  11.  The  ten  ears  entered  remain  the  property  of  the  exhibitor. 
The  bushel,  however,  becomes  the  property  of  the  association  to  help 
pay  the  cost  of  the  exhibit. 

No.  12.  Each  contestant  must  send  every  week  a  report  to  the  agri¬ 
cultural  instructor  upon  blanks  furnished  by  him. 

No.  13.  The  judge  of  the . corn  show  shall  be  selected  by 

the  committee. 

No.*  14.  All  other  questions  that  may  arise  shall  be  settled  by  the 
committee. 

No.  15.  Information  relative  to  the  growing  of  corn  may  be  ob¬ 
tained  from  any  reliable  source.  The  instructor  of  agriculture  of  the 
. high  school  will  be  glad  to  assist  you  at  any  time. 

No.  16.  The  following  points  shall  determine  the  successful  con¬ 


testants: 

Yield  . 40  points 

Quality  as  shown  by  10  best  ears  and  one  bushel 

of  ears  .  30  points 

Cost  per  bushel  to  grow .  20  points 

Financial  record .  10  points 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


75 


No.  17.  First  Prize — A  scholarship  and  expenses  to  Boys’  Short 
Course  at  Madison. 

Second  Prize — A  free  trip  with  all  expenses  paid  for  one 
day’s  visit  to  the  State  Fair  at  Milwaukee. 

Third  Prize — A  setting  of  eggs  from  pure  bred  stock. 
Fourth  Prize — A  bushel  of  pure  seed  potatoes. 

No.  18.  No  prizes  shall  be  awarded  unless  the  contestant  complies 
with  all  the  above  conditions. 

No.  19.  This  contract  must  be  signed  and  returned  to  the  instructor 
of  agriculture  of  the  . high  school  on  or  before  May  20,  1914. 

Contract 

I  hereby  signify  my  desire  to  enter  the  acre  corn  contest  of  the  high 
school  and  do  hereby  agree  to  fulfill  all  the  conditions  set  forth  in  the 
above  rules. 

Signed  . 

Parent  or  guardian’s  signature 

Agricultural  Instructor  of  the  High 
School 

Date . ,  191. . 


Names  of  persons,  not  relatives,  who  will 
certify  to  accounts  and  yield. 

Report  of  Progress  of  the  Work 


Date  of  Planting — 

Kind  of  pure  bred  corn  used  for  seed — 

Clay,  sand  or  black  loam  soil — 

General  condition  of  corn  on  July  4th. —  • 

Number  hours  labor  put  in  with  team  up  to  July  4th. — 

Number  hours  labor  put  in  with  one  horse  up  to  July  4th. — 

Number  hours  labor  put  in  for  single  man  up  to  July  4th. — 

Number  loads  manure  used — 

Kind  of  cultivator  used — 

Was  it  dragged  while  coming  up  through  the  ground? 

How  many  times  has  it  been  cultivated  before  July  4th? 

Any  signs  of  cut-worms  or  white-grub? 

Did  you  plow  up  sod  ground  for  your  corn? 

What  per  cent  did  you  have  to  replant? 

Have  you  used  deep  or  shallow  cultivation? 

Was  your  corn  planted  deep  or  shallow? 

Student  sign  here . 

Report  should  be  sent  in  soon  as  possible.  Continue  to  keep  exact 
records  of  everything  concerning  your  own  corn  from  now  on. 

Circular  803,  Bureau  of  Plant  Industry  on  “Organization  and  In¬ 
struction  in  Boys’  Corn  Club  Work,”  previously  referred  to  gives 
further  valuable  suggestions  along  this  line. 


76 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


6.  Manual  Training  Work.  It  is  expected  that  some  manual 
training  work  shall  be  organized  in  connection  with  the  agriculture 
course,  although  as  previously  stated,  schools  offering  the  special 
manual  training  course  should  not  expect  the  agriculture  pupils  to 
take  the  complete  course.  It  is  strongly  urged  that  special  classes  be 
organized  for  agriculture  students  so  that  the  work  may  be  especially 
adapted  to  their  needs.  It  will  be  noticed  in  the  outline  of  courses 
in  this  manual  that  construction  work  and  mechanical  drawing  are 
urged  for  two  periods  a  week  throughout  the  course.  It  is  expected 
that  even  the  smaller  high  schools  can  arrange  to  give  at  least  three 
hours  a  week  to  this  work.  The  forge  work  suggested  for  the  second 
year  is  considered  especially  valuable.  Every  school  giving  the  agri¬ 
cultural  course  is  urged  to  provide  at  least  one  forge.  The  pupils  at 
Mondovi  have  erected  a  cement  block  shop  in  which  were  installed 
several  benches  and  forges  with  complete  sets  of  tools.  The  shop  was 
16'x24'x8'  inside  measurement.  Farm  carpentry,  forge  work  and 
cement  work  were  all  carried  on  in  this  shop.  Space  in  the  basement 
of  the  school  building  may  often  be  used  for  this  purpose.  Outlines 
and  further  suggestions  for  this  work  may  be  found  under  “Treatment 
of  Subjects.” 

7.  Community  or  Extension  Work.  It  is  urged  that  commun¬ 
ity  or  extension  work  should  be  undertaken  by  the  agriculture  teacher 
with  a  good  deal  of  caution,  and  only  after  a  careful  study  of  condi¬ 
tions  in  the  community  and  some  acquaintance  with  the  farmers.  It 
is  urged  that  the  interest  of  the  farmers  should  be  gained  first  through 
practical  results  secured  in  connection  with  the  course  in  school, 
especially  through  the  Harvest  Festival  and  the  results  of  the  practical 
project  work.  It  is  far  better  for  the  agriculture  teacher  to  visit  the 
homes  of  the  boys  in  the  course  and  assume  the  attitude  at  first  of  a 
learner  who  wants  help  and  cooperation,  rather  than  as  an  expert 
come  out  to  show  them  how  to  do  things  or  to  correct  poor  practices. 
Later,  after  sympathy  and  cooperation  have  been  gained,  and  some 
enthusiasm  has  been  aroused  in  connection  with  the  course  in  school, 
then  it  may  become  possible  for  the  teacher  to  become  a  leader  in  bet¬ 
tering  agricultural  conditions  in  the  whole  community.  This  is  espe¬ 
cially  possible  where  the  teacher  is  employed  during  the  summer 
months.  Opportunities  in  this  direction  should  be  improved  as  far 
as  the  time  and  energy  of  the  agricultural  teacher  will  permit.  Not¬ 
withstanding  the  difficulties,  a  number  of  schools  have  carried  on  some 
excellent  work  in  this  line.  Among  the  lines  which  have  proved 
most  successful  are  the  following:  arranging  for  programs  for  farmers’ 
meetings  held  in  district  school  buildings  for  the  presentation  and  dis¬ 
cussion  of  local  problems,  distributing  lime  at  cost  among  farmers  of 
the  region  surrounding  the  school,  demonstrations  in  starting  a  field 
of  alfalfa  on  some  farmer’s  field,  cow  testing  work  among  herds  of  the 
community,  arranging  “farmers’  week”  programs  through  the  Exten¬ 
sion  Service  of  the  Agricultural  College,  orchard  demonstrations, 
pure  seed  distribution,  testing  seed  corn  for  surrounding  farmers, 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


77 


carrying  on  farm  management  demonstrations  among  the  farmers  of 
the  locality,  helping  country  school  teachers  in  organizing  practical 
agricultural  work.  Much  of  this  work  has  been  developed  in  connection 
with  the  school  and  home  projects  which  have  first  aroused  community 
interest. 

One  bulletin1  on  “Community  or  Local  Extension  Work  by  the  High 
School  Agricultural  Department”  gives  the  following  classification  of 
such  work:  “(1)  Work  with  farmers,  as  organizing  or  working  in 
farmers’  clubs,  an  annual  ‘farmers’  week’  of  agricultural  lectures,  field 
and  orchard  demonstrations,  cooperative  experiments  on  farms,  good 
seed  distribution,  seed  and  milk  testing,  preparing  plans  for  buildings, 
and  selecting  and  purchasing  improved  live  stock,  etc.;  (2  )Work  with 
farm  women,  as  afternoon  or  evening  meetings,  short  courses,  and 
home  garden  and  poultry  experiments;  (3)  Work  with  young  people, 
as  short  courses  in  agriculture  and  home  economics,  agricultural  con¬ 
tests,  and  literary  societies;  (4)  Work  with  rural  school  teachers,  as 
meetings  for  agricultural  instruction,  assisting  in  conducting  school 
fairs  and  rallies,  and  outline  lessons  in  agriculture  and  home  eco¬ 
nomics;  and  (5)  work  with  rural  school  children,  as  boys’  and  girls’ 
agriculture  or  domestic  science  clubs,  schoolhouse  “fairs”  or  ex¬ 
hibits  of  work,  rural  improvement  and  athletic  field  days.” 

The  agricultural  director  in  a  high  school  in  New  York  reports  the 
following:  “The  work  that  can  be  carried  on  in  any  community  would 
be  milk  testing,  encouraging  and  showing  the  farmers  that  certain 
cows  are  ‘boarders’,  tuberculin  testing,  especially  where  milk  is  sold 
by  the  quart,  feeding  experiments,  growing  of  clover,  alfalfa,  or  legu¬ 
minous  crops,  better  corn,  drainage,  liming  soils,  intelligent  buying 
and  use  of  commercial  fertilizers,  breeding  of  animals,  spraying  of 
fruits,  treating  grains  for  smut,  and  management  of  farms.  Of  course, 
the  above  cannot  all  be  accomplished  in  one  year,  as  the  farmer  must 
be  shown  before  he  will  change.  I  find  that  the  farmers  have  had  too 
much  advice  from  the  ‘platform’  and  are  demanding  us  to  give 
facts  and  figures.” 

The  following  piece  of  extension  work  was  carried  on  last  year  at 
New  Richmond,  Wis.  Three  Holstein  cows  owned  by  separate  farmers 
were  loaned  to  the  animal  husbandry  class  for  a  butter  fat  contest. 
One  of  the  boys  was  appointed  herdsman.  Rations  were  worked  out 
by  the  class  and  were  changed  from  time  to  time  as  results  seemed  to 
demand.  Each  cow  was  tested  as  to  amount  of  milk,  per  cent  of 
butter  fat  and  total  butter  fat.  At  the  end  of  the  test  a  banquet  was 
held  at  a  local  hotel  attended  by  business  men  and  farmers  including 
the  owners  of  the  cows.  Results  were  announced  and  discussed  and 
the  owner  of  the  winning  cow  was  presented  with  a  trophy  cup  fur¬ 
nished  by  the  Country  Life  Club  which  is  made  up  of  the  boys  in  the 
agricultural  course.  It  is  interesting  to  note  that  under  the  boys’ 


1  Circular  No.  100  Community  or  Local  Extension  Work  by  the  High  School  Agricul¬ 
tural  Department,  by  W.  G.  Hummell,  University  of  California,  College  of  Agriculture, 
Berkeley. 


78 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


care  the  cows  were  made  to  produce  more  than  they  had  ever  done 
under  the  care  of  their  owners.  The  following  table  shows  the  results: 


Name  of  Cow. 

Testing 

period 

days. 

Lbs.  milk 
daily. 

Total 

lbs. 

milk. 

Average 

test. 

Lbs. 

butter 

fat. 

1.  Phebea . 

177 

36.1 

6.401 

3.67 

235.49 

2 .  Lillie . 

217 

33.5 

7,349 

3,601 

2.90 

219,62 

131.82 

3.  Bess . 

103 

34.9 

3.65 

Under  the  present  demands  made  upon  high  school  agricultural 
teachers  in  Wisconsin  it  is  certain  that  they  are  limited  in  the  amount 
of  extension  work  that  is  possible.  It  is  also  certain  that  wherever 
good  practical  work  is  developed  in  connection  with  the  school  and 
home  projects,  a  large  amount  of  good  extension  work  will  grow  up. 
If  teachers  are  employed  for  the  summer  and  especially  if  they  are 
retained  for  three  years  or  more  in  the  same  place,  it  will  make 
possible  a  large  amount  of  extension  work  which  will  be  able  to  im¬ 
prove  decidedly  the  spirit  and  practice  of  the  whole  community.  The 
suggestions  given  above  indicate  some  of  the  lines  which  have  been 
and  which  therefore  can  be  accomplished,  and  such  work  should  be 
developed  as  far  as  possible  consistently  with  the  maintaining  of 
thoroughly  strong  work  in  the  school. 


VI.— EQUIPMENT. 

1.  Special  Room.  Schools  expecting  to  receive  special  state  aid 
for  the  agriculture  course,  must  provide  a  good  sized  special  room, 
in  which  suitable  apparatus  and  a  good  supply  of  illustrative  material 
may  be  gathered  together  and  where  suitable  arrangements  may  be 
made  for  the  growing  of  plants,  and  for  the  laboratory  side  of  the  work. 
Such  a  room  should  be  provided  with  tables  and  chairs  similar  to  those 
required  for  botany  work,  and  wherever  possible,  gas,  running  water 
and  a  convenient  sink  should  be  supplied.  A  room  about  20x28  feet 
is  recommended  for  the  average  school.  A  combination  laboratory  and 
recitation  room  is  very  satisfactory.  On  the  sides  of  the  room  there 
should  be  liberal  case  room  with  drawers  and  shelves  for  supplies. 
Laboratory  tables  may  be  placed  in  a  portion  of  the  room  and  if 
needed  more  may  be  placed  along  the  sides  of  the  room.  Movable 
chairs  may  be  used  about  the  tables  or  placed  together  in  one  portion 
of  the  room  for  recitation  work.  A  permanent  teacher’s  desk  should 
be  set  in  the  front  of  the  room  and  if  possible  supplied  with  water 
and  gas.  Perhaps  a  better  plan  for  the  recitation  seats  is  to  have 


«5HfcLVE.t>  f-CC  'BOOK 5  6"  DtMOMSrCATlOMAL  MATtOlAL 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


79 


FIGURE  2— FLAN  OF  COMBINATION  LABORATORY  AND  RECITATION  ROOM. 
(From  New  York  State  bulletin) 


80 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


them  fixed  permanently  at  the  front  end  of  the  room  and  then  supply 
other  seats  for  use  about  the  tables.  Where  ail  the  space  in  the 
center  of  the  room  is  needed  for  recitation  seats,  all  the  laboratory 
tables  may  be  placed  about  the  sides  of  the  room,  although  this  has 
the  objectionable  feature  of  requiring  pupils  to  face  the  light  while 
at  work.  It  has  the  objection  also  of  limiting  too  much  the  amount 
of  available  blackboard.  In  any  case  blackboard  must  be  provided 
in  front.  The  accompanying  sketch  (see  figure  2)  shows  a  plan  taken 
from  the  New  York  state  bulletin.  Plate  8  shows  the  agriculture 
room  at  Neenah,  Wisconsin,  where  work  tables  are  placed  in  the  main 
part  of  the  room  back  of  the  recitation  seats.  This  room  has  another 
feature  which  is  most  desirable  wherever  it  can  be  arranged;  viz.,  a 
window  garden  in  the  rear,  which  is  most  useful  for  growing  plant 
material  and  for  many  experiments.  The  biology  work  can  be  carried 
on  very  conveniently  with  the  agriculture,  but  the  physics  laboratory 
is  not  a  satisfactory  room  for  agriculture. 

2.  Tables  and  Cases.  There  should  be  sufficient  table  room  so 
that  the  maximum  number  of  pupils  in  any  of  the  classes  may  be 
seated  for  work  at  the  same  time.  A  simple,  solid  table  with  one  tier 
of  drawers  and  square  legs  is  most  desirable.  Such  tables  are  fur¬ 
nished  by  many  of  the  scientific  companies  such  as  Central  Scientific 
Company  and  the  Welsch  Scientific  Company  of  Chicago  and  the 
Kewaunee  Manufacturing  Company,  Kewaunee,  Wisconsin.  However, 
such  equipment  can  often  be  secured  at  less  expense  through  some 
local  firm. 

A  black  finish  is  exceedingly  desirable  for  table  tops.  Some 
firms  supplying  tables  now  furnish  such  tops,  but  the  following 
directions  will  enable  any  local  painter  or  firm  to  put  on  a  black 
finish  which  is  very  generally  used  in  science  laboratories. 


A  Black  Finish  for  Table  Tops 

(Reprinted  from  the  Journal  of  Applied  Microscopy,  Vol.  1,  No.  8) 
The  following  solutions  are  required: 


I. 

125  grams  of  copper  sulphate, 

125  grams  of  potassium  chlorate, 
1,000  grams  of  water, 

Boil  until  salts  are  dissolved. 

II. 

150  grams  of  anilin  hydrochlorate, 
1,000  grams  of  water, 

Or,  if  more  readily  procurable, 

120  grams  of  anilin  oil, 

160  grams  of  hydrochloric  acid, 
1,000  grams  of  water. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


81 


6 


NEENAH  LABORATORY. 


82 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


By  means  of  a  brush  apply  two  coats  of  solution  No.  1  while  hot, 
the  second  coat  as  soon  as  the  first  is  dry.  Then  apply  two  coats 
of  solution  No.  II  and  allow  the  wood  to  thorougly  dry.  A  coat 
of  raw  linseed  oil  is  next  applied.  It  is  best  to  use  a  cloth  instead 
of  a  brush  so  as  to  get  only  a  very  thin  coat  of  the  oil.  The  de¬ 
sired  amount  of  polish  is  now  given  the  wood  by  rubbing  in  the 
oil.  In  the  treatment  with  the  oil  the  deep  black  color  is  partially 
brought  out,  although  this  does  not  uniformly  appear  until  the 
table  has  been  thoroughly  washed  with  hot  soapsuds.  This  takes 
out  the  superfluous  chemicals. 

The  finish  thus  secured  is  an  ebony  black  which  is  permenent 
and  very  highly  resistant  to  the  action  of  chemicals,  such  as  acids 
and  alkalies,  even  concentrated  sulphuric  acid  having  little  or  no 
effect  if  quickly  washed  off. 

There  should  be  from  12  to  20  feet  of  case  room  supplied. 
Cases  should  have  .cupboards  or  drawers  below  and  shelves  above. 
It  is,  a  good  plan  to  have  cupboards  or  drawers  about  20  inches 
deep  and  the  shelves  above  12—14  inches  deep,  leaving  la  ledge  6-8 
inches  wide  about  three  feet  from  the  floor.  Wooden  doors  should 
be  used  below  but  above  it  is  best  to  have  glass  doors,  as  this  helps 
greatly  in  locating  material. 

The  accompanying  sketches  taken  from  the  New  York  state  bul¬ 
letin  will  show  details  regarding  cases  and  tables  more  clearly. 
(See  figures  2  and  3.)  Plate  9  taken  from  the  same  bulletin  gives 
a  front  view  of  a  case  showing  materials  arranged  on  the  shelves 
according  to  the  following  list. 

Case  1.  (At  left) 

Shelf  A.  (Top)  Fertilizers, — collected  locally,  from  deal¬ 
ers,  or  elsewhere 


Shelf  B. 
Shelf  C. 
Shelf  D. 
Shelf  E. 
Case  2. 

Shelf  A. 


Poultry  feeds, — collected  locally 
Insect  mounts  showing  life  histories 
Crops  in  sheaf, — collected  locally 
Insect  mounts,- — -life  histories 


Threshed  grains, — collected  locally 
Threshed  grains, — standard  market  grades  pur¬ 
chased  from  University  of  Nebraska,  depart¬ 
ment  of  instructional  agronomy 
Shelf  B.  Shelled  corn, — standard  types 
Corn  products 
Grains, — standard  grades 
Shelf  C.  Grass  seeds, — standard 

Grass  seeds, — collected  from  local  market 
Grasses  in  head, — standard 
Grasses  in  head, — collected  locally 
Shelves  D  &  E.  Wheat,  oats  and  barley  in  head, — stand¬ 
ard  and  local  collections 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


83 


(From  New  York  State  bulletin) 


84 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


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AGRICULTURE  IN  THE  HIGH  SCHOOL 


85 


Shelf  F.  Corn  in  ear, — standard  types 

,  Grain  in  sheaf, — collected  locally 

.  Case  3. 

Shelves  A  &  B.  Agricultural  books 
Shelf  C.  Bulletins  filed  in  library  cases 
Shelves  D  &  E.  Plant  Pathology  specimens  and  laboratory 
supply, — collected  locally  and  secured  from  department 
of  plant  pathology,  New  York  State  College  of  Agricul¬ 
ture 

Shelf  F.  Apparatus. 

A  very  convenient  special  case  has  been  devised  in  one  school 
for  holding  specimens  of  corn  in  the  ear  to  be  used  for  judging, 
demonstrations  etc.  This  case  is  38"  x  64"  and  17"  deep.  Panels 
are  cut  out  at  the  sides  and  back  and  covered  with  wire  netting  to 
give  good  ventilation  and  keep  out  mice.  At  the  front  is  a  tier  of 
drawers,  each  about  4  inches  deep  for  holding  the  ears.  A  card 
label  is  placed  on  the  center  of  the  front  of  each  drawer  for  show¬ 
ing  what  the  drawer  contains. 

All  cases  should  be  made  of  some  substantial  wood  preferably 
hard,  and  should  be  neatly  finished  with  stain  or  varnish.  Fre¬ 
quently  pupils  in  the  agriculture  course  may  construct  good  cases, 
but  care  should  be  exercised  not  to  use  so  much  time  as  to  inter¬ 
fere  with  the  regular  work.  Good  workmanship  should  be  insisted 
upon. 

3.  Apparatus.  Apparatus  need  not  be  elaborate,  but  there  is  a 
definite,  special  equipment  needed  for  efficient  agriculture  work  in 
the  high  school.  Much  of  the  equipment  for  the  general  sciences 
may  be  used,  but  this  is  not  sufficient.  A  careful  estimate  should 
be  made  out  during  the  summer  by  the  agriculture  teacher  for  the 
supplies  needed  the  following  year  based  on  a  careful  survey  of 
the  work  to  be  given.  Boards  of  education  expecting  state  aid 
must  expect  to  supply  sufficient  funds  for  necessary  equipment. 
Much  local  material  may  be  collected  by  teacher  an.d  pupils  and 
some  apparatus  may  profitably  be  constructed  as  a  part  of  the 
work,  but  there  is  a  limit  to  the  time  which  can  be  given  to  such 
construction  work  and  furthermore,  materials  are  necessary  for 
mounting  collections  and  constructing  homemade  materials. 
Charts,  insect  mounts,  mounted  pictures  of  farm  animals,  etc.,  are 
examples  of  such  material.  See  list. 

The  following  list  of  apparatus  and  illustrative  material  repre¬ 
sents  about  what  each  school  should  have.  Some  mQdifications 
may  be  made  according  to  local  conditions,  but  these  need  not 
affect  the  list  to  any  great  extent.  Prices  of  particular  articles  are 
not  given  since  these  vary  somewhat  and  are  easily  obtainable  from 
the  catalog  of  any  reliable  firm  supplying  such  goods.  The  entire 
list  of  needed  apparatus  will  cost  approximately  ’$200.00,  based 
upon  a  class  of  ten  pupils  for  each  year’s  work.  Much  valuable 


86  AGRICULTURE  IN  THE  HIGH  SCHOOL 

illustrative  material  may  be  obtained  by  watching  free  advertise¬ 
ments  in  agricultural  papers,  magaines,  etc.  One  school  has  fol¬ 
lowed  very  successfully  the  plan  of  asking  pupils  to  report  such 
advertisements.  The  pupil  reporting  a  particular  advertisement  is 
asked  to  send  for  the  material,  which  is  mounted  or  put  into  most 
convenient  shape  for  use,  when  received.  In  some  cases,  a  single 
instrument  like  the  Babcock  tester,  is  sufficient  for  the  whole  class. 
In  other  cases,  however,  a  larger  number  of  pieces  should  be  pro¬ 
vided  according  to  the  needs  of  the  class. 


REQUIRED  LIST  OF  APPARATUS  AND  SUPPLIES 


Farm  Crops 


Blotting  paper  sheets 
Flower  pots,  about  3"  and  5" 
Garden  tools,  if  plot  is  operated 
Measures,  1  qt . — y2  bu.,  of  wood 
Measures,  1  pt %  bu.  of  metal 
Pie  tins  for  seed  testers,  2  doz. 
Plant  press 

Specimen  bottles  for  seeds,  metal 
screw  cap,  4  drachm,  5  doz. 

Seed  containers  of  cardboard 


Specialty  Mfg.Co.,  1045  Raymond 
Ave.,  St.  Paul.  See  also  other 
supply  companies 
Vial  trays  for  seed  specimens 
Type  grains  and  grasses  in  head 
Type  grains  and  grasses  in  stalk 
Weed  seed  mounts. 

Last  three  supplied  by  Agronomy 
Dept.  University  of  Wisconsin 
at  cost 

Score  cards,  See  appendix 


Horticulture 

To  be  supplied  if  horticulture  is  a  local  interest 


Bucket  sprayer 

Barrel  sprayer,  if  much  work  is  to 
be  done 

Budding  knife,  one 
Grafting  knives,  three 
Grafting  wax 
Garden  trowels,  %  dozen 
Insect  mounts 

Score  cards. 


Pruning  knives,  half  dozen 
Pruning  shears,  long  and  short 
handles 
Pruning  saws,  two 
Raffia 

Spade,  shovel,  hoes,  rakes 
Spray  material 

See  Appendix 


Animal  Study 


Babcock  testing  outfit  complete 
The  12  bottle  covered  iron  case 
form  is  strongly  recommended 
Corrosive  sublimate  tablets 
Cream  scales,  Torsion 
Drinking  fountain  for  poultry 
Egg  tester 

Farrington’s  alkaline  tablets 


Glass  cylinder  for  lactometer 
Incubator  and  brooder 
Lactometer,  Quevenne 
Milk  record  sheets.  Eau  Claire 
Book  and  Stationery  Co.,  and 
others 

Milk  scales,  standard  form 
Churn,  simple  form 
Score  cards.  See  appendix 


Soils  and  Fertilizers 


Drying  oven 
Flower  pots 

Jars,  earthen  for  pot  culture  tests 
Soil  sieves,  y2 — 5  m  m. 

Soil  thermometer 
Soil  auger 


Soil  tubes  %"x4'  for  capillarity  ex¬ 
periments 

Truog  soil  acidity  tester 
Tall  bottles  with  bottoms  removed 
for  drainage  and  water  holding 
capacity 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


87 


Farm  Mechanics  and  Farm  Management 
(Including  manual  training) 

Blue  print  paper  Tools,  see  special  list 

Drawing  boards  Tape  line,  50  '-75',  in  case,  steel  is 

Gas  engine,  old  one  can  usually  be  desirable  but  not  necessary 
obtained  at  flight  expense  or  Two  work  benches,  can  be  made 
for  nothing  Yard  sticks,  1  doz. 

1  hand  forge,  if  possible 


General  Purpose 


Chart  cloth,  painters’  sign  cloth  or 
good  quality  white  muslin 
Charts,  Bricker  Set  of  10,  Central 
Scientific  Co. 

Evaporating  dishes,  ZVz", 

File  boxes  for  bulletins,  $6.00  per 
100,  H.  Schulz  &  Co.,  Chicago 
Mortar  and  pestle,  iron,  1  qt. 

Passe  partout  paper  for  mounts 
Ricker  insect  and  plant  mounts,  a 
few  for  samples,  others  can  be 
made 

Scale,  standard  family 
G’oss  cutter,  steel 
Graduated  cylinders,  100  cc  and 
500  cc 

Drawing  instruments  may 


Harvard  trip  balance 
Insect  pins,  Nos.  1,  3,  6 
Lettering  outfit  for  making  charts, 
etc.,  A.  Flanigan,  521  S.  Wabash 
Ave.,  Chicago  or  N.  W.  School 
Supply  Co.,  Minneapolis 
Mason  jars,  1  pt.,  1  qt.,  clear  glass 
Mortar  and  pestle  4",  porcelain 
Surgeon’s  absorbent  cotton  for  in¬ 
sect  and  plant  mounts 
Thermometers,  chemical,  several 
Water  baths,  y2  doz. 

For  general  apparatus  see  physics 
and  biology  lists  in  high  school 
manual 

be  purchased  by  pupils. 


REQUIRED  LIST  OF  CHEMICALS 


Acid,  acetic 

Acid,  carbolic 

Agar,  Agar 

Bees’  wax 

Bicarbonate  of  soda 

Calcium  chloride,  C.  P. 

(not  calcined.) 

Copper  sulphate 
Ferric  chloride 
Fuchsin  solution 
Gelatin 

Hydrogen  peroxide 
Iron  sulphate 
Kerosene 

Litmus  paper,  red,  blue 
Lead  acetate 


Mehtylene  blue 
Pepsin 

Phenol  phthalein 
Plaster  of  Paris 
Potassium  iodide 
Potassium  hydroxide 
Potassium  cyanide 
Rochelle  salts 
Resin 
Safranin 

Sodium  chloride 
Sulphur  i. 

Starch 

Tallow 

Zinc  sulfid,  C.  P.  neutral 


In  addition  to  the  required  lists  of  apparatus  and  chemicals 
given  here  the  general  lists  called  for  under  physics  and  botany  are 
expected  to  be  available.  See  High  School  Manual. 

The  following  supplementary  list,  while  not  required  at  first, 
should  be  added  as  rapidly  as  possible  as  the  course  develops.  The 
approximate  cost  of  this  list  is  fifty  dollars,  not  including  lantern 
outfit. 


88 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


SUPPLEMENTARY  LIST  OF  APPARATUS 
Acid  tester  for  milk 

Botany  can  for  carrying  plant  specimens 
Caponizing  set 

Cream  separators.  Can  usually  be  secured  at  least  as  a  temporary 
loan,  through  local  dealers 
Evaporimeter,  for  soil  evaporation  tests 
Milk  coolers 

Milk  sediment  tester.  Creamery  Package  Co.,  Ft.  Atkinson  or  T.  C. 

Lorenz  Model  Co.,  Madison 
Moisture  tester  for  butter 

Opera  glass  for  bird  study,  Chester  Reed.  Worcester,  Mass.,  $5 
Pasteurizing  outfit 
Petri  dishes  2  doz.  3" 

Steam  sterilizer 

Lantern  outfit  with  collection  of  slides.  An  excellent  outfit  with  50 
slides  can  be  obtained  for  about  $75.00 

Companies  handling  scientific  apparatus  are  now  giving  special 
attention  to  agricultural  equipment.  A  number  of  these  furnish 
special  agricultural  catalogs  which  by  the  cuts  and  descriptions 
give  a  good  deal  of  help  both  in  selecting  apparatus  for  purchase 
and  in  giving  ideas  about  homemade  material.  Much  valuable 
equipment  and  illustrative  material  should  be  made  or  collected 
by  teacher  and  pupils  as  rapidly  as  possible.  The  following  list 
is  suggested. 


HOMEMADE  OR  COLLECTED  MATERIAL 
Blue  print  frame. 

Charts:  pictures,  diagrams,  tabulated  data.  Many  should  be  pre¬ 
pared  by  pupils  in  connection  with  class  instruction  and  presen¬ 
tation  of  topics.  See  I.  H.  C.  chart  booklets  for  suggestions.' 
Painter’s  sign  cloth  or  good  white  muslin  serve  as  good  mater¬ 
ial.  Common  manila  paper  may  be  used,  but  is  not  so  durable. 
Use  the  lettering  outfit  for  tabulations. 

Collection  of  seeds:  weeds,  grain,  corn 
Corn  driers,  trees,  racks,  strings,  etc. 

Corn  judging  boards,  to  hold  10  ear  samples.  See  commercial  cata¬ 
logs  for  cuts. 

Cyanide  bottles, — for  killing  insects 
Drawing  boards 

Frame  for  soil  tubes, — capillarity  and  drainage  experiments 

Germinating  boxes 

Graft  models, — see  cuts  in  catalogs 

Herbarium  of  weeds  and  grains 

Hotbed  and  cold  frame 

Insect  mounts, — on  plan  of  Riker  mounts 

Insect  net 

Milk  record  sheets, — purchased  at  slight  cost 
Picture  mounts  of  animals,  etc.  See  below. 

Plant  press 
Propogation  bed  2'x3' 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


89 


Rag  doll  testers.  See  charts  below.. 

Seed  corn  testers,  or  germinating  trays.  See  bulletins  and  catalogs 

Samples  of  grains  and  grasses  in  stalk, — strip  leaves 

Soil  samples:  clay,  sand,  loam,  muck 

Weed  or  botanical  mounts 

Valuable  help  is  given  in  the  collecting  and  preserving  of  agri¬ 
cultural  material  in  two  recent  bulletins  of  the  U.  S.  Department 
of  Agriculture. 

a.  Farmers’  bulletin,  No.  58  6.  Collection  and  preservation  of 
plant  materials  for  use  in  the  study  of  agriculture. 

b.  Farmers’  bulletin  No.  606.  Collection  and  preservation  of 
insect  and  other  material  for  use  in  teaching  agriculture. 

Bulletin  Board 

A  most  valuable  aid  in  keeping  up  a  vital  interest  in  all  the 
agricultural  work  and  in  developing  an  intelligent  and  progressive 
attitude  toward  the  best  and  most  .recent  improvements  connected 
with  good  farming,  is  a  bulletin  board.  This  board  should  be  a 
place  for  displaying  any  new  and  interesting  agricultural  materials 
which  appeal  to  the  eye.  These  might  include  pictures  of  animals, 
buildings  or  machinery,  head  lines  or  short  articles  on  any  farm 
topic,  pictures  of  prominent  men  associated  with  farm  movements, 
pictures  of  projects,  farm  demonstrations,  exhibits,  etc.,  recent 
world’s  records  in  any  line,  useful  tables  of  farm  data,  etc.,  etc. 
The  best  in  every  line  of  farm  progress  should  thus  be  kept  before 
the  pupils.  These  things  may  profitably  be  made  the  basis  for  the 
presentation  of  special  topics  from  time  to  time. 

Let  the  pupils  themselves  collect  much  of  this  material.  Spe¬ 
cial  committees  of  the  pupils  might  have  charge  of  the  bulletin 
board  each  for  a  short  period  of  a  week  or  two.  Material  should 
be  changed  from  time  to  time  as  new  things  are  collected  from 
agricultural  papers  or  elsewhere. 

A  desirable  size  for  such  a  board  is  2'  8"  x  3'  6".  This  board 
should  be  made  of  inch  stuff  and  should  be  covered  with  brown  or 
dark  green  burlap.  Such  a  board  can  usually  be  made  as  a  pro¬ 
ject  in  manual  training.  The  bulletin  board  can  do  much  to  pro¬ 
vide  a  stimulating  farm  atmosphere  which  should  always  exist  in 
connection  Swith  this  course. 


CHARTS 

1.  Free  or  at  a  nominal  cost. 

While  most  of  these  charts  have  been  published  for  free  distri¬ 
bution  it  must  be  borne  in  mind  that  there  is  a  possibility  at  any 
time  that  the  supply  may  be  exhausted,  or  that  a  charge  may  be 
made.  A  prompt  request  is  most  likely  to  secure  them. 


90 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Agricultural  Experiment  Station,  University  of  Wisconsin. 

Poster  bulletin  No.  1  Potato  Diseases 
“  “  No.  2  Standard  Potatoes 

No.  3  Prevention  and  Control  of  Hog  Cholera 
“  “  No.  4  How  do  you  market  your  crops 

“  “  No.  5  Help  Fight  These  Weeds 

“  “  No.  6  Improved  Sandy  Soils 

“  “  No.  7  Test  Your  Seed  Corn 

“  No.  8  Save  Farm  Fertility 
“  “  No.  9  Keep  Cream  and  Milk  Clean  and  Cold. 

The  Pure  Bred  Sire,  Wisconsin  State  Live  Stock  Breeders’  As¬ 
sociation,  A.  W.  Hopkins,  Secretary,  Madison. 

Rag-doll  Corn  Test  Chart.  Crop  Improvement  Committee, 
Bert  Ball,  Secy.,  Board  of  Trade  Building,  Chicago. 

Also  furnished  by  I.  H.  C.  Co.,  Harvester  Bldg.,  Chicago. 

Soil  Chart  and  others  of  Wisconsin  Geological  and  Natural 
History  Survey. 

Chart  on  Potato  Diseases,  Central  Experiment  Farm.  Pub¬ 
lished  by  direction  of  Hon.  Martin  Burrell,  Minister  of  Agri¬ 
culture,  Ottawa,  Canada. 

Cement  Construction  Charts.  Universal  Portland  Cement  Co., 
208  S.  LaSalle  street,  Chicago.  Fine  plans  for  cement  con¬ 
struction  and  farm  buildings.  There  may  be  a  small  charge 
for  these. 

I.  H.  C.  Lecture  Charts.  International  Harvester  Co.,  Har¬ 
vester  Bldg.,  Chicago.  Subjects  treated  are  soils,  corn,  al¬ 
falfa,  oats,  live  stock,  poultry,  weeds,  the  house  fly,,  home 
economics,  etc.  These  charts  are  loaned  for  a  limited  time 
at  a  small  cost  or  they  may  be  purchased.  Sets  of  lantern 
slides  may  be  obtained  on  similar  terms.  A  prepared  lec¬ 
ture  booklet, goes  with  each  set  of  charts  or  slides. 

2.  Charts  available  by  Purchase. 

Bricker  Agricultural  Charts.  Set  of  1 0.  Central  Scientific 
Co.,  or  Denoyer— Geppert  Co.,  both  of  Chicago. 

Nature  Chart.  Birds,  animals,  insects,  etc.,  in  colors.  Very 
fine  for  birds.  A.  W.  Mumford,  Publisher,  Chicago. 

Agricultural  Chart.  R.  O.  Evans  Co.,  Educational  Publishers, 
Chicago. 

I.  H.  C.  Lecture  Charts.  See  above. 


PICTURES  AND  LANTERN  SLIDES 

1.  Farm  Animals.  Pictures  of  famous  cattle  and  other  farm 
animals  can  be  obtained  from  farm  papers  and  also  by  writing  the 
different  National  Breeders’  Associations.  See  appendix.  Fre¬ 
quently  pictures  may  be  obtained  by  writing  directly  to  noted 
breeders  whose  advertisements  appear  in  farm  papers,  though  the 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


91 


demand  often  becomes  too  great  for  breeders  to  supply.  The  fol¬ 
lowing  have  supplied  fine  pictures: 

W.  W.  Marsh,  Waterloo,  Iowa,  Guernsey  cattle 
Maple  Crest  Stock  Farm  Co.,  Kalamazoo,  Mich.,  Holstein  cattle 
Adam  Seitz,  Waukesha,  Wis.,  Ayrshire  cattle 
Dr.  David  Roberts,  Waukesha,  Wis.,  Holstein  &  Ayrshire 
Jean  Duluth  Farm,  Duluth,  Minn.,  Guernsey  &  Red  Poll 
International  Stock  Food  Co.,  Minneapolis.  Horses 
A  very  fine  set  of  pictures  of  chart  size 
Pratt  Food  Co.,  Philadelphia,  Pictures  of  stock. 

Pictures  of  world’s  record  animals  may  often  be  obtained  by 
writing  directly  to  the  owners. 

Pictures  of  fine  stock  may  often  be  obtained  at  fairs  or  from 
advertising  posters. 

It  is  a  good  plan  to  have  pupils  construct  charts  by  pasting 
good  animal  pictures  on  a  piece  of  cardboard  of  convenient  chart 
size,  making  one  chart  for  each  breed. 

2.  Birds  and  other  Nature  Subjects.  The  following  furnish  fine 
pictures  in  colors  at  from  l-3c  each  depending  on  number  ordered. 
Subjects  include  birds,  insects,  animals,  shells,  minerals,  etc. 

A.  W.  Mumford,  Publisher,  Chicago 
Perry  Picture  Co.,  Malden,  Mass. 

A  very  fine  set  of  colored  bird  pictures  is  to  be  found  in  the  National 
Geographical  Magazine,  June,  1913;  May,  1914,  and  Aug.,  1915. 

The  Chester  A.  Reed,  “Bird  Guides”  are  good  for  bird  identification. 
Doubleday  Page  Co. 

Arbor  and  bird  day  manuals  since  1906  have  fine  bird  pictures  in 
colors. 

3.  Lantern  Slides.  A  large  variety  of  lantern  slides  adapted  to 
agricultural  instruction  may  be  obtained  from  commercial  firms  such 
as  Central  Scientific  Co.,  Welsch  Scientific  Co.,  or  McIntosh  Stereopti- 
can  Co.  A  number  of  sets  of  slides  have  also  been  prepared  by  other 
educational  agencies.  Some  of  these  sets  are  loaned  to  schools  for 
transportation  or  at  slight  cost.  The  following  should  be  noted: 

a.  U.  S.  Department  of  Agriculture,  Office  of  Experiment  Stations, 

Washington,  D.  C.  Write  for  list  of  sets.  Lecture  with  each  set. 

b.  Extension  Department,  University  of  Wisconsin;  slides  accom¬ 

panied  by  lectures  if  desired. 

c.  International  Harvester  Co.,  Harvester  Bldg.,  Chicago. 


92 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


COMMERCIAL  EXHIBITS 

Many  exhibits  made  by  various  manufacturing  companies  are  valu¬ 
able  illustrative  material  for  the  agricultural  work.  However,  many 
of  the  firms  which  have  put  out  such  exhibits  have  found  it  impossible 
to  supply  the  demand  and  have  discontinued  the  free  distribution. 

The  following  have  supplied  such  material  in  the  past: 

Cement.  German  American  Portland  Cement  Works,  140  S.  Dearborn 
St.,  Chicago 

Cereal  products.  Postum  Cereal  Co.,  Limited,  Battle  Creek,  Mich. 
Corn  products.  American  Mfg.  Association  of  Products  of  Corn,  Chi¬ 
cago 

Flour  products.  Washburn  Crosby  Co.,  Gold  Medal  Flour,  Minneapolis 
Pillsbury  Flour  Mills  Co.,  Minneapolis 
Fertilizer  samples.  Swift  &  Co.,  St.  Paul  or  Chicago. 

Armour  and  Co.,  Chicago 

Flax.  'James  McCutcheon  and  Co.,  Fifth  Ave.  at  34th  St.,  New  York. 
Free  to  High  Schools  and  Colleges 

Grain.  Commission  of  Immigration,  Winnepeg,  Canada.  Samples  of 
grains  and  grasses,  in  stalk  and  also  threshed  grain 
Limestone  samples.  Indiana  Quarries  Co.,  112  W.  Adams  St.,  Chicago 
Milk  products.  Horlick’s  Malted  Milk  Co.,  Racine,  Wis. 

Manila  products.  International  Harvester  Co. 

Minerals  from  German  potash  mines.  German  Kali  Works,  Monadnock 
Bldg.,  Chicago.  Not  available  at  present. 

Nitrate  industry.  Chilean  Nitrate  Propoganda.  25  Madison  Ave., 
New  York 

Packing  industry.  Morris  and  Co.,  Chicago;  Armour  and  Co.,  Chicago 
Petroleum  products.  Standard  Oil  Co. 

Steel.  Illinois  Steel  Co.,  South  Chicago 

Wood  finishing.  S.  C.  Johnson  and  Son,  Racine,  Wis.  Small  wood 
panels  finished  in  different  ways 


MISCELLANEOUS  HELPS 

Literature  illustrated  with  many ,  fine  pictures  and  cuts.  Free  ex¬ 
cept  as  indicated. 

Ohio  Agricultural  Experiment  Station,  Wooster,  Ohio,  Bulletin  No. 
122 — “Testing  the  Dairy  Cow.” 

International  Harvester  Co.,  Harvester  Bldg.,  Chicago.  “The  Golden 
Stream”  (Dairying)  and  other  booklets  on  alfalfa,  sweet  clover, 
corn,  poultry,  farm  machinery,  etc.  Send  for  complete  list.  1 — 3c 
each. 

National  Breeders’  Associations.  Pictures  and  literature.  See  ap¬ 
pendix  I  |  *  *!««; 

Van  Pelt  s  “Cow  Demonstrations”  and  Kimball’s  “Dairy  Farmer” 
Waterloo,  Iowa,  $1.00 

Feeding  Dairy  Cows.  Booklet  by  T.  L.  Haecker,  No.  130,  Revised  and 
Enlarged,  University  of  Minnesota.  Department  of  Agriculture, 
St.  Paul,  Minn. 

School  Garden  Association  of  America,  Dayton,  Ohio.  Literature  and 
Bibliography 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


93 


The  Children’s  Flower  Mission,  Cleveland,  Ohio.  Trees,  Shrubs,'  Penny- 
packet  seeds  for  chidlren’s  gardens.  Literature  on  school  gardens 
Wm.  S.  Meyers  care  Chili  Nitrate  Co.,  New  York  City,  71  Nassau  Street, 
Book  on  Manufacture  of  Nitrates 

Middle  West  Soil  and  Improvement  Committee,  Chicago,  Ill.,  916  Postal 
Telegraph  Bldg.,  literature  on  “Canner’s  Crops”  and  other  topics 
Universal  Portland  Cement  Co.,  Chicago,  Ill.,  72  W.  Adams  St.,  “Farm 
Cement  News” 

German  American  Portland  Cement  Works,  Chicago 
Vulcanite  Portland  Cement  Co.,  Philadelphia 

Association  of  American  Portland  Cement  Mfgrs.,  Philadelphia,  Pa., 
“Manual  on  Cement” 

Park’s  Floral  Magazine,  La  Park,  Pa. 

Seed  Catalogs.  See  advertisements  in  farm  papers 
Stark  Bros.,  Nurseries  and  Orchard  Co.,  Louisiana,  Mo.,  Stark  “Or¬ 
chard  Book”  and  other  literature 
Wing  Seed  Co.,  Mechanicsburg,  Ohio.  Literature  on  “Alfalfa” 

C.  M.  Parker,  Taylorsville,  Ill.,  series  on  “Studies  of  Agriculture’ 
Western  Michigan  Development  Bureau,  Travers  City,  Mich.  J.  I.  Gib¬ 
son,  Publications  on  “Development  of  Western  Michigan” 
Wisconsin  Advancement  Association,  1505-1511  First  National  Bank 
Bldg.,  Milwaukee,  Wis.,  monthly  bulletin  50c,  and  other  literature 
Wisconsin  Soil  Survey,  College  of  Agriculture,  Madison 
Crop  Improvement  Committee,  64  Board  of  Trade,  Chicago.  Farm 
literature  and  rag-doll  tester 
Silver  Mfg.  Co.,  Salem,  Ohio.  “Modern  Silage  Methods” 

J.  I.  Case  Threshing  Co.,  Racine,  Wis.  “Science  of  Successful  Thresh¬ 
ing” 

Holm  and  Olson  Park  Nurseries,  St.  Paul,  Minn.  Catalog  on  Land¬ 
scape  Gardening 

Chas.  E.  Greening,  Monroe,  Mich.,  Greening’s  “Pictorial  System  of 
Landscape  Gardening” 

Martin  Mfg.  Co.,  Sac  City,  Iowa.  Wire  corn  rack 
Buffalo  Fertilizer  Co.,  Buffalo,  N.  Y.  Literature 

The  Alfred  J.  A.  Brown  Seed  Co.,  Grand  Rapids,  Mich.  Literature  on 
“Alfalfa” 

Creamery  Package  Mfg.  Co.,  Chicago,  Minneapolis  and  Ft.  Atkinson, 
Wis.  Catalog  of  dairy  supplies.  Ask  especially  about  the  Wizard 
Sediment  Tester 

Michigan  Bird  Book.  Cloth  60c,  paper  40c;  Secy.,  Agricultural  College, 
East  Lansing,  Mich. 

Michigan  Book  of  Trees.  Geo.  Wahr,  Ann  Arbor,  Mich. 

Ware  Bros.  Co.,  Philadelphia.  “The  American  Fertilizer  Handbook” 

$1.00 

Deere  and  Co.,  Moline,  Ill.,  “Soil  Culture  and  Modern  Farm  Methods” 
James  Mfg.  Co.,  Fort  Atkinson,  Wis.  Book  on  “The  James’  Way”  in 
modern  barn  equipment.  Also  Barn  Magazine  published  several 
times  a  year 

Northland  Hemlock  and  Hardwood  Mfg.  Association,  Wausau,  Wis. 
London  Machinery  Co.,  Fairfield,  Iowa 

King  Ventilating  Co.,  Owatonna,  Minn.  Catalog  and  literature 
American  Steel  and  Wire  Co.,  72  W.  Adams  Street,  Chicago 
German  Kali  Works,  1901  McCormick  Bldg.,  Chicago.  Books  on  agri¬ 
cultural  sub.iects 

American  Corn  Mfg.  Co.,  1236  National  Bank  Bldg.,  Chicago.  Litera¬ 
ture  and  exhibit 


94 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Natural  Phosphate  Co.,  Chicago,  Ill. 

Michigan  Weeds,  Beale,  Bulletin  No.  267,  Michigan  Agricultural  Col¬ 
lege 

Seeds  of  Michigan  Weeds,  Beale.  Bulletin  No.  260.  Michigan  Agri¬ 
cultural  College,  E.  Lansing 

Live  Stock  Judging  for  Beginners.  Cir.  No.  29,  Agr.  Exp.  Sta.,  La 
Fayette,  Ind. 

Central  Scientific  Co.,  Chicago,  Catalog  X,  Agricultural  apparatus 

W.  M.  Welsch  Scientific  Co.,  Chicago,  Agricultural  catalog 

McIntosh  Stereopticon  Co.,  Chicago,  Lanterns  and  lantern  slides 

Bausch  and  Lomb,  Rochester,  N.  Y.  Lanterns,  slides,  optical  instru¬ 
ments,  microscopes,  general  apparatus 

Spencer  Lens  Co.,  Buffalo,  N.  Y.  Microscopes  and  general  biological 
apparatus 

Stamping  and  Tool  Co.,  La  Crosse,  Wis.,  Badger  Stereoptican  Outfit 

Chart.  Breeds  of  English  Sheep.  Wm.  Cooper  and  Nephews,  64  W. 
Illinois  Street,  Chicago 

Spraying  Chart  and  Insects.  Campbell-Udell  Chemical  Co.,  Grand 
Rapids,  Mich. 


MANUAL  TRAINING  EQUIPMENT 

It  has  already  been  urged  that  every  high  school  offering  the  agri¬ 
cultural  course  should  be  equipped  with  at  least  two  benches  and  neces¬ 
sary  tools  for  carrying  on  manual  training  work  related  to  the  farm. 
Accompanying  this  there  should  be  wherever  possible  some  forge  work. 
Pupils  should  be  held  responsible  for  careful,  accurate  work,  although 
they  may  be  left  to  do  much  of  the  work  by  themselves.  It  may  not 
always  be  necessary  that  a  special  class  should  be  organized  although 
this  is  very  desirable.  Furthermore,  while  some  excellent  work  can 
be  accomplished  With  only  two  benches  and  two  sets  of  tools,  it  is  very 
desirable  that  schools  that  can  afford  it  should  supply  a  larger  num¬ 
ber, — say  from  six  to  twelve  benches.  The  following  list  of  tools  is 
suggested  as  the  minimum  list  for  the  equipment  of  two  benches. 
Most  of  the  items  where  2  units  are  called  for  should  be  increased 
according  to  the  number  of  benches,  if  more  benches  are  added. 


Suggested  Minimum  List  for  Woodwork 
(2  benches) 

2  Skeleton  benches  with  rapid  acting  vise 
2  Jack  planes 
2  Sloyd  knives,  2  y2”  blade 
2  Try  squares,  6" 

2  Squares,  combination,  9"  blade,  hardened  without  center  head.  (It 
is  worth  while  to  have  all  the  squares  of  this  type) 

1  12"  back  saw 

2  Screw  drivers,  5"  blade 
2  Marking  gages 

2  1"  chisels,  bevel  edge,  cabinet  or  pocket  type 
2  2  ft.  two  fold  rules  No.  18 
2  Bench  dusters 


agriculture  in  the  high  school 


95 


1  Pair  6"  wing  dividers 
1  Smooth  plane  9"x2"  cutters 
1  Block  plane 

1  India  oil  stone,  fine,  6"xl%"x%",  in  wooden  box 

2  Nail  sets 

1  Set  twist  wood  bits 
1  Spokesbave  new  style,  adjustable  cutter 
1  Round  blade,  screw  driving  bit,  3/16" 

1  12"  keyhole  saw 
1  Ratchet  brace 
1  Round  hickory  mallet 

1  Pair  combination  plyers 

2  Crosscut  saws,  10  points 
1  Ripsaw,  8  points 

1  Steel,  carpenter’s  square  (rafter  brace  board  measure) 

1  Each  Jennings  Auger  bits,  %"  %"  %" 

%"  %"  1" 

1  Auger  bit  file 
1  y4  pt.  oiler 

1  Each,  chisels,  bevel  edge,  cabinet  type, 

%" 

2  10  oz.  hammers 

y2  doz.  Jorgensen  hand  screws  open  8" 

Equipment  for  Forge  Work 
(with  approximate  cost) 

1  Champion,  30"x30",  No.  407  Forge,  Catalog  A,  page  438....  $25.00 

This  may  be  purchased  of  the  Western  Iron  Stores 
Co.,  Milwaukee,  Wisconsin 

A  good  substitute  for  the  forge  above  specified 
may  be  secured  of  the  Sturtevant  Company,  Oliver 
Machine  Company,  or  the  Grand  Rapids  School 
Equipment  Co. 

1  Anvil,  not  heavier  than  100  lbs.,  and  not  of  the  horse  shoe¬ 


ing  type  .  12.00 

1  Blacksmith  vice,  4*4"  jaw . 6.00 

1  Sledge,  3  to  5  lbs . 75  to  .90 

4  Pair  Tongs,  (assorted) .  2.00 

1  Flatter . 50 

1  each,  hot  and  cold  cutter .  1.00 

1  1%  lb.  hammer  . .65 

1  2  lb.  hammer . ! .  .70 

1  Hardie  .  .20 

1  top  and  bottom  y2 "  fuller .  1.00 


Total .  $49.00 


Some  of  the  forge  making  tools  may  be  made.  See  outline  of  work 
under  “Manual  Training.” 

Further  information  on  tools,  machine  and  equipment  may  be  had  by 
applying  to  the  State  Department  of  Public  Instruction. 

Equipment  for  Leather  Work 

For  leather  repairing  the  following  are  needed:  Sewing  horse  (may 
be  made),  harness  makers  thread  and  needles,  pricking  wheel,  edging 
tool,  round  knife,  stitching  awl,  cobbler’s  wax. 


96 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


VII— AGRICULTURE  IN  THE  GRADES 

In  order  that  extra  state  aid  may  be  obtained  for  agriculture  in 
the  grades,  it  is  necessary  that  instruction  be  given  to  the  seventh  and 
eighth  grades  by  a  specially  qualified  teacher  for  at  least  eighty  min¬ 
utes  a  week.  More  than  the  minimum  time  ought  to  be  given  for  the 
best  results. 

Unless  the  classes  are  very  large,  the  two  grades  may  be  combined 
for  this  work.  A  plan  for  both  grades  should  be  worked  out  and  then 
the  work  for  each  grade  should  be  given  on  alternate  years, — i.  e. 
seventh  grade  work  would  be  given  to  both  grades  one  year  and 
eighth  grade  work  the  next;  thus  both  classes  would  be  carried  through 
the  two  years'  work. 

The  general  plan  should  provide  first,  for  practical  work  in  which  each 
pupil  actually  carries  out  under  the  direction  of  the  teacher  some 
agricultural  project  adapted  to  his  age  and  home  conditions,  and 
second,  it  must  provide  for  elementary  classroom  instruction  related 
as  closely  as  possible  to  the  project  work  and  to  the  work  going  on 
at  the  homes  of  the  puplis.  The  practical  work  is  of  main  impor¬ 
tance  and  great  care  must  be  exercised  that  the  classroom  instruction 
is  made  simple  enough  and  concrete  enough  to  be  within  the  under¬ 
standing  of  the  pupils.  The  pharacter  of  the  work  should  be  deter¬ 
mined  by  home  conditions.  Subject  matter  should  follow  the  sea¬ 
sonal  arrangement. 

A  school  exhibt  in  the  fall  of  products  produced  by  the  puplis 
should  be  an  important  feature.  This  may  be  made  a  part  of  the 
high  school  “Harvest  Festival.”  A  financial  account  should  be  re¬ 
quired  of  each  pupil.  (See  project  work  for  the  high  school.) 

It  is  best  not  to  try  to  cover  all  the  topics  of  a  general  course,  but 
rather  confine  the  work  to  a  few  subjects  which  are  of  greatest  local 
interest  and  most  closely  related  to  the  home  experiences  of  the  pupils. 
In  general  treat  the  topics  of  soil  and  plants  in  the  seventh  grade 
plan,  and  animal  study  in  the  eighth.  However,  the  plan  should  be 
to  give  a  course  in  general  agriculture  rather  than  one  specialized 
into  different  subjects.  A  good  text  should  be  in  the  hands  of  the 
pupils  for  the  assignment  of  lessons  as  the  work  demands.  The 
greater  number  of  lessons  should,  however,  be  in  the  field  or  garden 
or  working  with  materials  about  tables  or  at  the  desks  inside.  See 
list  of  general  texts  in  this  manual. 

In  school  having  the  six-year  high  school  plan  or  the  junior  high 
school,  it  is  expected  that  closely  correlated  courses  will  be  worked 
out  for  the  whole  six  grades.  The  plans  worked  out  here  will  adapt 
themselves  readily  to  this  arrangement. 

Detailed  outlines  of  work  for  the  seventh  and  eighth  grades  have 
been  published  by  this  department  in  the  Common  School  Manual  and 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


97 


in  a  special  bulletin  on  “Course  of  Study  in  Elementary  Agriculture 
for  the  Wisconsin  Rural  Schools.”  These  publications  will  furnish 
abundant  suggestions  for  outlining  work  for  grades  connected  with 
the  high  school.  Look  up  especially  the  outlines  in  the  Common 
School  Manual,  Sixteenth  edition,  completely  rewritten  in  1916,  pp. 
185-201.  The  course  of  study  above  referred  to  will  be  found  valuable 
also  especially  in  working  out  seasonal  details. 

The  following  general  plan  is  suggested  here: 

Details  should  be  worked  out  to  best  meet  local  needs  and  conditions. 

Seventh  Grade 


1.  Gardening 

2.  Study  of  corn  or  potatoes 

3.  Weeds  for  acquaintance  and  identification 

4.  Hotbed  work 

5.  Practical  projects  in  gardening 

6.  Bird  study 

Eighth  Grade 

1.  Weeds, — reviewed  and  extended 

2.  Landscape  and  floral  gardening. 

3.  Poultry  raising 

4.  Dairying 

5.  Class  projects  in  gardening,  poultry  raising  or  dairying 

6.  Individual  projects  in  gardening,  poultry  raising  or  dairying 

7.  Bird  study,  continued. 

Many  of  the  suggestions  regarding  methods  of  work  for  the  high 
school  are  applicable  here  also,  but  great  care  should  be  taken  to 
adapt  the  work  to  the  stage  of  development  of  the  grade  pupils. 


VIII— TREATMENT  OF  SUBJECTS 

ELEMENTARY  SCIENCE 

A.  General  Suggestions.  This  course  has  proved  a  good  intro¬ 
duction  to  the  agriculture  course.  It  should  deal  mainly  with  the 
physical  side  including  the  simpler  topics  of  physics  and  chemistry. 
These  should  be  treated  largely  from  the  real  or  phenominal  side  and 
very  little  from  the  theoretical.  The  treatment  should  be  *80  simple 
and  popular  that  it  will  appeal  strongly  to  the  interests  and  capacities 
of  first  year  high  school  pupils.  The  materials  used  should  be  first  of 
all  the  common  things  which  constitute  the  every  day  surroundings  of 
boys  and  girls.  For  example,  in  beginning  the  study  of  electricity,  the 


7 


98 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


ALFALFA  DEMONSTRATION  ON  SCHOOL  PLOT  AT  ROBERTS. 


PURE  BRED  GOLDEN  GLOW  CORN  RAISED  ON  SCHOOL  PLOT  AT 

VIROQUA. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


99 


electric  bell,  the  electric  flatiron,  electric  lights  or  electric  street  cars 
should  furnish  the  starting  point,  rather  than  the  voltaic  cell  or  a 
Holtz  machine.  Logical  treatment  of  subject  matter  from  the  point 
of  view  bf  the  mature  student  should  be  given  little  consideration  at 
first.  As  the  work  proceeds  there  should  be  some  organization,  but 
great  care  should  be  exercised  to  see  that  this  organization  is  in 
units  simple  enough  and  concrete  enough  to  be  fully  grasped  by  the 
young  mind.  The  starting  point  of  instruction  should  be  the  familiar 
experiences  and  situations  of  the  pupils  themselves,  not  definitions  or 
generalized  statements.  Every  effort  should  be  made  to  lead  pupils  to 
consider  familiar  situations  which  arouse  problems  and  lead  them  to 
think.  Methods  for  working  out  these  problems  by  experiment  or 
otherwise  should  be  thought  out  as  far  as  possible  by  the  pupils  them¬ 
selves  under  the  skillful  questioning  and  guidance  of  the  teacher. 

No  fixed  set  of  experiments  should  be  required  and  no  laboratory 
directions  should  be  put  into  the  hands  of  pupils.  Experiments  should 
follow  the  lead,  at  least  to  a  very  large  extent,  of  the  problems  which 
the  interests  of  pupils  bring  up,  and  these  experiments  should  be  per¬ 
formed  to  a  large  extent  as  class  demonstrations  by  the  teacher  as¬ 
sisted  by  the  pupils.  Some  of  the  simpler  experiments  may  be  done 
by  pupils  at  home  or  in  the  laboratory.  No  regular  laboratory  period 
should  be  required. 

A  textbook  should  be  in  the  hands  of  pupils,  but  lessons  should  be 
assigned  in  it  not  at  the  beginning  of  a  topic,  but  as  a  source  of  in¬ 
formation  for  the  rounding  up  of  a  topic  after  pupils’  experiences  and 
classroom  demonstrations  have  been  utilized  in  connection  with  the 
development  of  thought.  The  assignment  should  often  ask  pupils  to 
look  up  something  at  home  or  in  some  shop  or  try  out  some  experiment 
rather  than  to  learn  a  lesson  from  the  book.  Pupils  should  be  trained 
to  go  to  many  sources  of  information  in  their  effort  to  work  out  their 
problems.  Very  little  organized  information  should  be  given  on  the 
lecture  plan.  Neither  should  the  teacher  attempt  to  give  information 
in  answer  to  pupils’  questions,  when  the  pupil  himself  could  be  stimu¬ 
lated  to  further  profitable  study  by  being  shown  how  to  look  up  the 
question  for  himself.  Frequently  a  question  may  raise  a  fine  topic 
for  some  pupil  to  look  up  and  report  on  to  the  class  at  some  later 
lesson.  The  teacher  should,  however,  answer  questions  at  times,  when 
it  is  needed  to  promote  discussion  or  prevent  waste  of  time  on  the 
part  of  the  pupils.  The  spirit  of  the  class  should  be  that  of  teacher 
and  pupils  working  together  to  solve  problems  and  develop  an  under¬ 
standing  of  common  things.  In  this  study  the  order  of  topics  as  well 
as  any  particular  arrangement  of  subject  matter  are  relatively  un¬ 
important.  The  pupils’  interests  and  surroundings  should  rather  be 
the  guide.  There  should,  however,  be  carefully  planned  work  at  cer¬ 
tain  stages  in  rounding  up  definite  and  accurate  knowledge  and  in 
making  wider  applications.  There  is  no  subject  that  should  arouse 
greater  interest  and  enthusiasm  on  the  part  of  the  pupils.  Failure 
to  get  this  is  an  indication  of  poor  teaching.  For  further  suggestions 


300 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


on  methods  of  presenting  this  subject  see  High  School  Manual  under 
“Science.” 

B.  General  Outline  of  Topics 

Air,  water,  fire,  rocks,  soils. 

Heat,  light,  sound,  electricity,  magnetism. 

Heating  systems  of  houses,  stoves,  furnaces,  thermostats. 

Household  conveniences:  water  systems,  gas  stoves,  electric  light, 
meters  for  gas  and  electricity,  telephone,  electric  flatirons,  elec¬ 
tric  bells,  plumbing  system. 

Electric  cars,  power  plants,  dynamos,  motors. 

Simple  machines;  pulleys,  teeter  boards,  wheelbarrows,  wagon- 
jacks,  derricks,  windmills,  etc. 

Gasoline  engines,  tractors,  automobiles,  milking  machines,  air  ships. 
Common  water  pump,  bicycle  pump,  gasoline  pump,  etc. 

Ventilating  systems;  by  windows,  by  furnaces,  by  fan. 

Rainbows,  shadows,  mirrors,  lenses,  cameras,  the  microscope,  glasses, 
colors. 

Echoes,  musical  instruments,  telephones. 

Clouds,  rain,  snow,  frost,  winds,  storms,  weather,  thunder,  lightning. 
Simple  ideas  of  matter,  energy  and  force. 

Common  elements  and  compounds. 

Burning,  oxidation,  fermentation,  decay,  bleaching,  dyeing,  etc., 

Acids,  bases,  salts,  neutralization. 

Chemical  substances  of  the  home:  soda,  baking  powder,  soap,  paints, 
washing  powders,  etc. 

Common  metals:  properties,  uses,  solubilities,  ores. 

Medicines  and  disinfectants:  alum,  blue  vitrol,  salt  petre,  epsom  salts, 
alcohol,  ether,  formaldehyde,  carbolic  acid. 

Poisons:  arsenic,  Paris  green,  corrosive  sublimate,  etc. 

Patent  medicines:  composition,  effect  on  the  body,  sale  and  abuse. 
Common  manufacturing  processes:  soap,  glass,  pottery,  explosives, 
bread  making,  etc.  Visit  any  local  plants. 

Foods  and  beverages:  composition,  value,  effect  on  the  body. 

Alcohol  and  its  effects  on  the  human  system. 

Biographies  and  achievements  of  great  scientists  and  inventors. 
Secure  pictures  if  possible.  Have  pupils  present  special  topics. 

C.  Special  Suggestions  on  Treatment  of  Topics.  A  few  illus¬ 
trations  are  here  given  to  show  how  the  problem  method  may  be  used 
and  how  the  common  and  familiar  experiences  of  pupils  may  be  made 
the  starting  point  in  developing  any  topic.  Technical  terms,  defini¬ 
tions  and  theories  come  in  connection  with  the  final  organization  of 
pupils’  knowledge,  rather  than  as  a  part  of  the  first  development. 
Ideas  are  developed  first  and  then  the  appropriate  term  may  be  pre¬ 
sented  as  a  label  for  the  idea.  Abundant  drill  should  be  given  to  fix 
the  association  between  new  terms  and  ideas  to  which  they  belong. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


101 


Levers 

Begin  by  asking  pupils  bow  a  teeter  board  is  operated.  Develop 
ideas  before  giving  any  new  terms  or  asking  for  any  definitions. 

Help  pupils  to  get  a  clear  idea  of  the  rigid  board,  the  fixed  axis  and 
the  weight  at  each  end. 

By  Questioning  develop  the  idea  that  the  child  who  is  down  has  to 
be  lifted  and  therefore  becomes  the  weight,  while  the  child  who  is  up 
tends  to  fall  by  gravity  and  thus  becomes  the  power. 

Now  ask  for  names  to  apply  to  the  ideas  developed  and  label  each 
idea  with  its  appropriate  name  including, — lever,  fulcrum,  point  of 
attachment  of  power,  point  of  attachment  of  weight,  weight  arm,  power 
arm. 

Construct  a  drawing  on  the  board,  label  each  part  and  then  give  a 
lively  drill  to  associate  each  idea  with  its  proper  name.  Erase  the 
names  and  continue  the  drill  by  pointing  to  different  parts  and  asking 
for  names  until  all  are  well  fixed  in  mind.  Review  this  drill  briefly 
on  a  number  of  successive  days. 

Next  get  pupils  to  consider  how  the  position  of  the  fulcrum  ought 
to  be  changed  when  children  of  different  weights  are  using  the  board, 
(1)  effect  of  moving  the  board  so  as  to  change  the  fulcrum,  (2)  effect 
of  changing  the  point  where  the  heavier  child  sits. 

Have  suitable  apparatus  at  hand  for  demonstrating  and  testing  ex¬ 
perimentally  whether  pupils’  answers  are  right.  Use  weights  and 
spring  balances. 

Develop  many  simple  problems,  e.  g.  (1)  If  the  persons  at  the  ends 
are  of  equal  weight  where  ought  the  fulcrum  to  be?  (2)  If  one  child 
weighs  twice  as  much  as  the  other  how  should  the  weight  arm  and 
power  arm  be  arranged?  Keep  these  problems  simple  enough  so  that 
pupils  can  think  the  actual  conditions  clearly.  Do  not  use  any  formula 
until  the  thinking  involved  has  been  thoroughly  mastered. 

Drill  on  a  large  number  of  simple  oral  problems  such  as  this:  If 
the  weight  arm  is  3  times  the  power  arm,  what  power  will  be  neces¬ 
sary  to  just  balance  a  weight  of  1  pound?  Vary  this  in  many  ways. 

Finally  develop  the  formula  for  the  lever:  Pp  =  Ww  where 
P  =  power,  W  =  weight,  p  =  power  arm  and  w  =  weight  arm. 

Develop  other  levers  in  a  similar  way  such  as  wheel  barrow,  crow¬ 
bar,  shears,  steelyard,  nut  cracker,  derrick,  forearm,  etc. 

Finally  the  three  classes  of  levers  may  be  developed  by  considering 
the  variations  in  the  arrangement  of  power,  weight  and  fulcrum. 

Observe  that  this  should  come  as  a  part  of  the  final  organization  of 
the  pupils’  knowledge  rather  than  as  a  topic  to  be  taken  up  first. 
Notice  also  that  a  problem  method  has  been  followed  throughout  this 
development,  calling  for  good  thinking  at  every  step  rather  than  for 
memory  work.  Furthermore,  the  development  begins  with  the  pupils’ 
familiar  experiences  rather  than  with  what  is  new  and  unknown. 


102 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Light 

1.  Common  ideas  of  light.  Begin  by  considering  the  common  ideas 
of  day  and  night,  showing  that  our  idea  of  dark  is  simply  absence  of 
light. 

Impression  of  looking  into  a  deep  hole,  how  we  distinguish  objects 
from  each  other,  light  and  dark  sides  of  buildings,  etc. 

How  we  get  light:  sun  by  day,  candles,  electric  lights,  gas  light, 
moon  and  stars,  fire  works,  bon  fires,  red  hot  iron,  etc. 

What  light  does  for  us:  enables  us  to  see,  gives  us  beautiful  colors, 
enables  us  to  make  photographs,  kills  disease  germs. 

2.  How  material  objects  affect  light:  glass,  coal,  stone,  wood,  glue, 
paraffin.  Why  we  have  windows  in  houses,  isinglass  in  stoves,  etc. 
Develop  the  ideas  of  transparent,  opaque,  and  semi-transparent  or 
translucent  and  then  apply  these  names.  Drill  in  associating  names 
and  ideas.  Develop  the  notion  that  objects  that  do  not  let  light  go 
through  must  either  take  up  the  light  (absorb)  or  turn  it  back  (re¬ 
flect).  After  developing  the  ideas  apply  the  terms  and  drill  on  their 
use.  Develop  the  meaning  of  the  word  “reflect”  in  relation  to  the  idea. 

3.  Mirrors.  Develop  the  common  use  of  the  plane  mirror.  Have 
one  ready  to  use  for  demonstration.  Where  does  a  person  stand  in 
relation  to  a  mirror  to  see  himself?  Demonstrate  where  the  image 
is  shown  when  the  person  stands  at  one  side.  Compare  with  the 
action  of  a  ball  bounded  against  a  plane  surface. 

Demonstrate  in  many  positions.  Show  on  the  floor  of  the  room  the 
line  of  the  incident  light,  the  line  of  the  reflected  light  and  the  line  of 
a  perpendicular  to  the  mirror.  Then  compare  the  two  angles  and 
apply  the  correct  name  to  each. 

Now  illustrate  the  same  by  drawing  at  the  board.  Drill  on  the  use 
of  the  terms  incident  rays,  reflected  rays,  perpendicular  to  the  reflect¬ 
ing  surface,  angle  of  incidence,  angle  of  reflection. 

Where  does  the  image  seem  to  be?  Develop  the  idea  that  light  moves 
in  straight  lines  in  the  air  or  any  other  medium  of  uniform  density. 
Show  by  drawings  how  the  image  seems  to  be  back  of  the  mirror. 

If  concave  and  convex  mirrors  are  available  try  the  effect  of  each 
on  the  appearance  of  an  image  and  raise  the  question  why  the  image 
is  distorted.  Avoid  too  great  difficulties  in  this.  Let  pupils  think  it 
out  or  leave  it  as  an  interesting  problem  for  later  study. 

Lead  the  class  to  discover  the  reversal  of  right  and  left  sides  in 
the  image  seen  in  a  mirror.  See  if  the  pupils  can  develop  an 
explanation. 

4.  Approach  the  subject  of  refraction  through  the  experiment  of  a 
stick  placed  obliquely  in  a  flat  dish  of  water.  Develop  the  idea  of 
media  of  different  densities.  Show  the  possible  error  of  locating  a 
penny  in  the  bottom  of  a  dish  or  pond  of  water.  Develop  the  law  to 
show  how  rays  are  bent  in  passing  from  a  medium  of  one  density  to 
another  of  different  density. 

5.  Demonstrate  how  colors  are  produced  by  passing  light  through 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


io;> 

a  triangular  prism.  Pupils  will  have  to  be  told  or  will  have  to  learn 
from  a  book  that  white  light  is  composite  and  composed  of  different 
colors.  See  if  pupils  can’t  then  develop  a  theory  of  how  the  colors 
are  formed. 

6.  Colors  of  objects.  Review  the  ideas  of  transmission,  absorption 
and  reflection  of  light.  Demonstrate  colors  by  the  use  of  both  trans¬ 
parent  and  opaque  colored  objects  and  lead  pupils  to  work  out  an 
explanation  of  how  objects  may  appear  white,  black,  or  with  any  of 
the  colors.  Lead  pupils  to  give  simple  explanations  of  rainbows, 
colors  in  soap  bubbles,  etc. 

7.  Round  up  the  whole  subject,  drill  on  the  use  of  new  terms  and 
see  that  pupils  can  explain  what  they  have  learned  in  clear  and  accu¬ 
rate  language. 

8.  A  study  of  the  camera  and  how  pictures  are  taken  may  be  made 
especially  interesting.  Follow  the  problem  method  starting  with  situa¬ 
tions  and  observations  rather  than  with  definitions  or  theories. 

9.  Take  up  intensity  of  illumination  and  measurement  of  light  only 
after  considerable  work  has  been  done  with  the  commoner  phenomena 
of  light. 

10.  Lenses,  may  be  studied  in  a  similar  way.  Their  action  should 
be  worked  out  in  connection  with  the  human  eye,  the  microscope  and 
the  use  of  glasses  to  correct  imperfect  vision.  Demonstrate  how 
images  become  inverted  in  using  lenses  and  how  lenses  have  to  be 
focused.  Do  not  spend  time  to  work  out  and  explain  complex  draw¬ 
ings  here.  Leave  something  for  later  work  in  Physics.  Get  pupils 
to  observe  and  understand  as  well  as  they  can  the  actual  phenomena 
rather  than  complicated  figures. 


FARM  PLANT  LIFE 

A.  General  Suggestions.  The  first  semester  of  work  presents 
wonderful  opportunities  for  practical  work.  The  seasonal  element 
must  be  ^considered  and  no  portion  of  the  work  presents  greater 
opportunities  to  interest  the  young  people  and  to  reach  the  parent. 
The  early  part  tof  the  semester  will  probably  be  given  to  field  and 
garden  seed  identification,  germination,  plant  propogation,  projects, 
etc.  The  hotbed  and  cold  frame  should  be  made  in  the  fall  if 
possible  but  may  be  constructed  in  the  spring.  Plans  must  be 
made  for  the  school  and  home  gardens  and  the  teacher  and  pupils 
must  produce  as  good  a  product  as  produced  at  home  and  at  an  ear¬ 
lier  date.  Early  vegetables  are  welcome  in  every  home  and  therefore 
the  hotbed  and  cold  frame  should  have  a  place  in  connection  with 
every  garden.  It  is  your  work  to  demonstrate  its  practibility.  In 
every  community  there  are  orchards  that  may  be  pruned,  sprayed, 
etc.  This  large  amount  of  practical  work  will  require  careful  plan¬ 
ning  on  the  part  of  the  teacher  in  the  arrangement  of  subject  mat¬ 
ter  as  well  as  the  time  in  school  hours  to  do  the  work. 


104 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


The  home  projects  will  require  considerable  time  and  should  be 
arranged  early  in  the  semester.  The  discussion  of  plans  for  indi¬ 
vidual  projects,  together  with  methods  of  operation  are  legitimate 
and  necessary  types  of  recitation.  Every  topic  suggested  presents 
some  form  of  a  home  project.  The  greatest  mistake  we  may  make 
is  in  not  planning  the  work  early  in  the  season.  This  is  in  reality 
the  planning  of  the  summer  school  work.  In  doing  so  the  fall 
festival  or  fair  must  be  remembered.  An  abundance  of  illustrative 
material  is  available  for  the  work  in  farm  crops. 

In  the  fall  the  study  of  weeds  will  probably  be  given  first  place 
but  the  selection  and  curing  of  seed  corn,  grain,  potatoes,  etc.,  must 
be  taken  seasonally.  The  selection,  packing  and  marketing  of 
fruits,  together  with  the  fall  care  of  trees  and  shrubbery  will  also 
be  necessary  before  frost.  The  study  of  the  points  of  the  score 
card  and  judging  may  be  left  until  winter.  Collections  and  ex¬ 
hibits  of  grains,  grasses,  corn,  potatoes;  diseases  of  trees,  fruits, 
vegetables,  grains;  weed  mounts,  weed  seeds,  etc.,  must  be  made  for 
winter  and  spring  work.  Every  school  should  be  provided  with  bot¬ 
tles,  shelves,  etc.  for  this  material  and  each  instructor  should  make 
the  collection  of  such  a  supply  of  laboratory  material. 

Study  the  present  and  future  needs  of  your  community  and  de¬ 
termine  the  relative  amount  of  time  that  should  be  given  to  each 
topic.  Potatoes  and  corn  may  both  be  of  interest  but  the  former 
of  great  importance  in  some  localities.  In  another  section,  corn 
and  the  small  grains  will  be  emphasized  and  potatoes  be  incidental. 
The  following  outline  is  suggestive  of  the  work  that  should  be 
done  in  Farm  Plant  Life. 

B.  General  Outline  of  Farm  Plant  Life 

1.  Second  Semester — First  Year 

Propogation  of  plants  by  seeds,  division,  cuttings. 

Study  of  seed  catalogs  and  ordering  seed. 

Grafting,  budding,  grafting  materials. 

Pruning  and  spraying  of  trees,  shrubbery,  vines,  etc. 

Collection,  identification  and  methods  of  planting  farm 
and  garden  seeds. 

Treatment  of  seed  for  planting. 

Germination  tests  of  garden  and  field  seeds. 

Planning  orchard  and  planting  of  small  fruits,  shrub¬ 
bery,  trees. 

Hotbed  and  cold-frame  construction  and  operation. 

Use  of  flats,  compost,  transplanting,  proper  soil  tillage, 
etc. 

Study  of  common  diseases  of  plants  and  treatments. 

Collection,  life  history  and  control  of  insects. 

Beekeeping. 

School  and  home  gardens. 

Acquaintance  with  seedlings, — farm  and  garden  plants, 
weeds. 

Orchard  care  and  management — rejuvenating  the  old  or¬ 
chard. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


105 


Nursery  stock  selection  and  care. 

Greenhouse  work. 

Plant  forcing,  double  cropping,  etc. 

New  garden  and  field  crops  for  the  community. 

Decorative  planting  of  trees,  shrubbery  and  flowers  on 
school  grounds  and  at  home. 

Assignment  and  study  of  projects  for  home  work. 

2.  First  Semester — Second  Year 

Weeds: — identification  of  plant  and  seeds,  eradication, 
mounts,  weed  laws.  Practical  use  of  keys  for  identifi¬ 
cation.  Learn  to  know  100  weeds.  Mount  plants  and 
seeds. 

Seed  inspection, — laws,  methods. 

Selection,  curing  and  storage  of  seed  corn,  potatoes  and 
small  grains. 

Fall  and  winter  care  of  fruits,  flowers  and  vegetables. 

Crops: — seed,  methods  of  planting,  care,  harvesting,  selec¬ 
tion  of  seed,  etc.,  of  the  following  crops — corn,  potatoes, 
wheat,  oats,  barley,  rye,  etc.  Collect  specimens  of 
plants  and  seeds. 

Plant  breeding. 

Score  card  study  and  judging  of  potatoes,  corn,  grains, 
fruits  and  vegetables. 

Special  crops: — beets,  tobacco,  hemp,  buckwheat,  etc. 

Meadows: — grasses,  seeding,  care,  etc. 

Pastures  and  pasture  grasses. 

Marketing  of  farm  crops. 

Legumes: — clovers,  alfalfa,  soy  beans,  cowpeas,  vetches, 
field  peas,  etc. 

Fall  festival  or  fair. 

Completion  of  home  projects. 


C.  Typical  Outlines  of  Farm  Plant  Topics 

FRUIT 

The  following  outline  is  suggestive  of  the  work  that  may  he 
done  with  fruit  in  high  school  classes.  Similar  outlines  should  be 
made  by  the  teacher  on  gardening,  seed  work,  etc.  This  survey 
of  the  field  with  type  laboratory  and  demonstration  exercises  is 
made  with  the  apple  orchard  particularly  in  mind.  Local  condi¬ 
tions  must  be  considered  in  using  the  outline. 

1.  Survey:  A  survey  of  the  tree  and  bush  fruits  of  the  com¬ 

munity  should  be  the  first  work.  This  should  consider  the  varie¬ 
ties  grown,  fall  and  winter  care,  diseases,  new  fruits  and  oppor¬ 
tunities  for  a  greater  development  in  this  line.  If  a  commercial 
orchard  is  within  driving  distance  a  visit  should  be  made  as  early 
as  possible.  * 

2.  Demonstration  Work  By  The  Teacher 

a.  Construction  and  use  of  pruning  tools. 

b.  Pruning  trees,  bush  fruits,  grapes,  etc. 

c.  Caring  for  wounds. 

d.  Construction  and  manipulation  of  spraying  machine. 

e.  Grafting  and  budding. 


106 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


3.  Laboratory  and  Field  Work 

a.  Choosing  the  Orchard  Site:  Make  a  trip  to  the  country 
and  select  desirable  and  undesirable  sites.  Visit  farm  orchards  and 
discuss  advantages  of  sites. 

b.  Selection  of  Varieties:  Get  as  many  samples  of  fruit 
from  the  community  as  possible.  Have  pupils  identify  the  varieties 
of  apples,  etc.  Secure  the  recommended  fruit  list  of  the  Wisconsin 
State  Horticultural  Society.  Secure  fruit  samples  or  colored  pictures 
from  catalogs  of  these  varieties  so  pupils  may  become  familiar  with 
characteristics.  Send  for  catalogs. 

c.  Selecting  Stock:  Study  catalogs.  Visit  a  nursery  if  pos¬ 
sible. 

d.  Planting  the  Orchard:  Obtain  permission  from  some  one 
about  to  plant  some  trees,  so  class  may  assist  under  direction  of  teacher 
and  owner.  Demonstrate  pruning  necessary  at  planting.  Run  check 
if  possible.  In  school  yard  demonstrate  the  advantages  of  the  differ¬ 
ent  types  of  planting  using  stakes  for  trees. 

e.  Orchard  Soil  Management:  Visit  local  orchards  noting 
conditions  and  effects  of  soil  management.  Secure  a  small  orchard 
and  mulch  a  part  as  a  demonstration,  etc. 

f.  Pruning:  Secure  orchards  near  the  school  and  do  prun¬ 
ing  and  spraying  under  the  direction  of  the  agricultural  teacher. 
Start  demonstration  on  school  ground  showing  possibilities  of  head¬ 
ing  trees. 

g.  Spraying:  Spray  fruit  trees.  Let  each  student  have  a 
turn  at  the  actual  work.  Continue  the  work  suggested  in  e  and  f  on 
demonstration  orchard.  If  possible  study  disease  conditions  in  sprayed 
vs.  unsprayed  orchard.  Make  sample  lots  of  spray  materials. 

h.  Marketing:  If  in  a  commercial  fruit  section,  empha¬ 
size  this  and  study  methods  used  in  large  fruit  districts.  If  a  com¬ 
mercial  orchard  is  not  available,  make  tables  and  arrange  to  do  selec¬ 
tion  and  packing  for  some  patron. 

i.  Propagation:  If  no  school  plot  is  available,  arrange  to 
assist  in  starting  grafting  and  budding,  and  other  types  with  gera¬ 
niums,  etc.  Have  pupils  construct  graft  models.  See  scientific  cata¬ 
logs  for  suggestions. 

j.  Rejuvenation  of  the  Old  Orchard:  Visit  old  orchard. 
Suggest  changes  and  secure  portion  for  class  work. 

k.  Small  Fruits:  (See  propagation)  Start  strawberry  bed 
for  someone.  Let  each  pupil  handle  some  of  the  plants.  Insist  on 
adherence  to  careful  work.  Follow  suggestion  for  practical  work  of 
b  to  j  as  applied  to  small  fruits.  Select  complete  and  incomplete 
strawberry  plants. 

l.  Identification  of  common  pests  as  Coddling  Moth,  San  Jose 
Scale,  Aphis,  Borers,  Apple  Scab,  Fire  Blight,  etc.  Teacher  should 
have  specimens  ready  for  examination  in  laboratory. 

r ' 

4.  Organization  of  Subject  Matter 

a.  Choosing  the  Orchard  Site.  S.  p.  .8-24;  G.  p.  7-29;  B. 

p.  88-63;  Wis.  Bui.  No.  201,  p.  6-15 
(1)  Exposure.  S.  p.  12 

(a)  North  or  North  West  slope 
(2  Elevation 

(a)  Above  surroundings 

(b)  Air  drainage 

(3)  Soil  G.  p.  7-10;  S.  p.  9-11;  B.  p.  13-20 

(a)  Character  of  surface  soil 

(b)  Depth  of  surface  soil 

(c)  Character  of  subsoil 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


107 


(d)  Fertility 

(e)  Possibility  of  drainage 

(f)  Adaptability  to  fruit  to  be  grown 

(4)  Convenience  (if  home  orchard) 

(5)  Wind  breaks 

(6)  See  suggested  laboratory  work 

b.  Selection  of  Varieties.  S.  p.  24-43;  W.  p.  96-108.  Wis. 

Bui.  No.  201,  p.  33-34 

(1)  Depends  on: 

(a)  Use  of  fruits 

(b)  Special  adaptability 

(c)  Resistance  to  disease 

(d)  Cross  fertilization 

(e)  Personal  preference 

^  (f)  Popularity 

(2)  For  Home  Orchard 

(a)  Large  variety 

(3)  For  Commercial  Orchards 

(a)  Few  varieties 

(b)  Well  known  varieties 

(c)  Those  which  are  in  demand 

(d)  Those  which  are  showy 

(e)  Hardy  and  will  stand  shipping 

c.  Selecting  the  Stock.  S.  chap;  3;  Wis.  Bui.  No.  201,  pp. 

16-25 

(1)  Consider  age,  trueness  to  type,  freedom  from  de¬ 

fects.  W.  pp.  22-26 

(2)  Suggestions  for  the  buyer 

(a)  Buy  direct  from  nursery  if  possible 

(b)  Beware  of  agents 

(c)  Know  fruit 

(d)  Order  early 

(e)  Refuse  culls 

(f)  Stick  for  good  stock 

(g)  Refuse  substitutions 

(h)  Price 

(i)  Age  of  trees 

(3)  Care  of  trees  upon  arrival 

(a)  When  delivery  should  be  made 

(b)  Heeling  in 

d.  Planting  the  Orchard.  S.  chap.  4;  Wis.  Bui.  No.  201, 

pp.  25-33 

(1)  Planting  plans  S.  pp.  46-47 

(a)  Square 

(b)  Quincunx 

(c)  Alternate 

(d)  Hexagonal 

(2)  Distance  between  trees.  S.  pp.  58-59;  W.  pp. 

27-34 

(a)  Kind  of  fruit 

(b)  Location 

(c)  Soil 

(d)  Methods  of  pruning 

(3)  Laying  out  the  Orchard.  S.  pp.  47-49 

(a)  Furrows 

(b)  Wires 

(c)  Lining  in 


108 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(4)  Setting  the  trees.  S.  pp.  51-63;  W.  pp.  34-36 

(a)  Planting  boards 

(b)  Size  of  bole 

(c)  Root  pruning 

(d)  Root  distribution 

(e)  Filling  the  bole 

(f)  Avoid  fertilizing  young  trees 

(g)  Do  not  water  unless  very  dry 

(h)  Top  pruning 

(i)  Protection  from  sun  and  rodents.  G.  pp. 
31-35 

(5)  Time  of  planting.  S.  pp.  53-54;  W.  pp.  36-37 

(6)  Fillers  for  young  orchard 

(a)  Small  fruits 

(b)  Vegetables 
e.  Orchard  Soil  Management 

(1)  Orchard  Cropping.  S.  pp.  67-76;  B.  102-106 

(a)  Objects 

(b)  Crops  that  may  be  grown 

(c)  Must  not  reduce  fertility 

(d)  Danger  of  injuring  trees 

(2)  Mulching  System.  S.  pp.  78-80;  W.  pp.  39-43; 

B.  pp.  80-90 

(a)  Sod  mulch, — advantages,  disadvantages 

(b)  Half  sod  mulch.  For  extremely  sloping 

region 

(c)  Definite  mulch, — advantages 

(3)  Tilalge  System.  S.  pp.  81-93;  B.  pp.  64-80; 

91-102 

(a)  Prevalent  method 

(b)  Details 

Shallow  plowing,  harrowing,  tilling  to 
preserve  dust  mulch,  killing  weeds,  etc. 

(c)  Advantages 

Aerates  the  soil,  helps  make  available 
plant  food,  conserves  the  moisture 

(4)  Cover  Crops.  S.  pp.  107-118;  B.  pp.  109-128;  W. 

p.  43 

(a)  Requisites  of  a  good  cover  crop 

Should  make  easy  catch,  should  be  a 
rapid  grower,  should  he  persistent 

(b)  Classes  of  cover  crops 

Food  supplying  hardy,  food  supplying 
tender,  nonfood  supplying  hardy,  non¬ 
food  supplying  tender,  and  tender  top 
and  hardy  roots 

(c)  Manipulation  of  cover  crop,  time  and 

method  of  sowing,  plowing,  etc. 

(5)  Fertilization.  S.  pp.  100-106;  W.  pp.  48-57;  B. 

p.  128 

(a)  Trees  exhaust  the  soil 

(b)  Best  orchardists  fertilize 

(c)  Farm  manure  valuable 

(d)  Influence  of  nitrogen,  potash,  phosphoric 

acid,  and  calcium 

(e)  Artificial  fertilization, — forms  to  use  and 

application 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


109 


f.  Pruning.  S.  pp.  119-141 

(1) .  Tools.  S.  pp.  129-134;  W.  pp.  72-75 

(a)  Pruning  saw 

(b)  Pruning  shears 

(c)  Pruning  knife 

(2)  Reasons  for  pruning.  S.  pp.  119-128;  W.  pp. 

58-60 

(a)  Growth 

(b)  Yield 

(c)  Sunlight 

(d)  Protection 

(e)  Harvesting 

(f)  Rejuvenation  of  old  stock 

(g)  Control  disease 

(3)  General  rules  of  pruning.  W.  pp.  60-62 

(a)  The  best  pruning  varies  with  conditions 

(4)  When  to  prune.  S.  pp.  137-139;  W.  pp.  62-70 

(a)  Dormant  pruning 

(b)  Summer  pruning 

(c)  Pruning  roots  and  tops  at  planting  time 

(d)  Forming  the  head 

(e)  Cutting  out  large  branches 

(5)  How  to  prune.  S.  pp.  135-136;  W.  pp.  70-72 

(a)  Pruning  the  year  old  tree 

(b)  Pruning  the  two  year  old  tree 

(c)  Pruning  the  three  year  old  tree 

(d)  Pruning  the  older  trees 

(6)  Wounds  made  by  pruning.  S.  pp.  139-141 

(a)  Proper  cuts  in  removing  branches  and  in 

heading  back 

(b)  Protecting  wounds 

g.  Spraying, — reasons  for.  W.  pp.  76-77 

(1)  Controls  insects.  S.  pp.  142-161;  G.  pp.  45-73; 

W.  p.  79 

(a)  Chewing  or  biting  insects, — internal  feed¬ 

ers  and  external  feeders 

(b)  Sucking  insects 

(c)  Stages, — egg,  larva,  pupa,  adult 

(d)  Kinds  of  insects  and  injury, — San  Jose 

Scale,  Codling  Moth,  Aphis,  Borers 

(e)  Losses 

(2)  Controls  diseases.  S.  pp.  163-174;  G.  pp.  75-91 

(a)  Fungus, — scab,  rust. 

(b)  Bacterial, — fire  blight. 

(3)  Essentials  for  successful  spraying.  S.  pp. 

204-205 

(a)  Know  the  pest  for  which  spray  is  applied 

(b)  Know  what  to  apply  for  the  particular  pest 

(c)  Apply  spray  at  the  proper  time 

(d)  Apply  spray  thoroughly 

(e)  Let  the  wind  help 

(4)  Kinds  of  spraying  apparatus.  S.  pp.  175-188; 

G.  pp.  94-100;  W.  pp.  87-92 

(a)  Pumps, — bucket  hand  pump,  knapsack 

sprayer,  barrel  pump,  double  action 
hand  pump,  power  sprayer,  companies 
handling  spraying  pumps  and  advan¬ 
tages  and  disadvantages  of  different 
kinds  of  pumps 

(b)  Nozzle 

(c)  Hose 


110 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(5)  Spraying  materials.  S.  pp.  189-200 

(a)  Commercial  mixture. vs.  home  made  mix¬ 

tures 

(b)  Kinds, — insecticides  and  fungicides.  G. 

pp.  281-285 

(c)  Dry  vs.  liquid  sprays;  W.  pp.  80-86 

Insecticides  as  lime  sulphur,  kerosene 
emulsion,  miscible  oils,  soap  suds,  to¬ 
bacco  extracts,  Paris  Green  and  arse¬ 
nate  of  lead 

Fungicides  as  bordeaux  mixture,  copper 
sulphate,  and  lime  sulphur.  W.  pp. 
77-79 

(6)  Method  of  spraying 

(a)  Time, — kind  of  fruit,  kind  of  insects, 

period  of  blossoming,  and  climatic  con¬ 
ditions.  W.  p.  93-95 

(b)  Mixture, — kind  of  fruit  and  kind  of  injury 

(7)  Dangers  in  spraying.  S.  pp.  201-210 

(8)  Spray  Calendars.  (Green-Literature)  la.  Bui. 

No.  127 

(9)  Home  Orchard  outfit 

1  good  barrel  pump 
1  double  Vermovel  nozzle 
1  Friend  nozzle 
25  ft.  y2"  hose 
y2  doz.  extra  hose  clamps 
1  Bordeaux  mixture  nozzle 
5  50-gal.  barrels 
4  pails 

h.  Marketing.  (Practical  work  to  be  arranged  for  fall 
work) 

(1)  Harvesting, — equipment,  when  to  pick,  method 

of  picking  and  labor.  S.  pp.  229-244; 

G.  pp.  102-104 

(2)  Grading.  S.  pp.  258-260 

(a)  Reasons  for  grading 

(b)  Grades  and  qualities, — extra  fancy,  fancy, 

grade  C  and  culls 

(c)  Expense 

(3)  Packing.  S.  pp.  260-275 

(a)  Value  of  good  packing 

(b)  Kinds  of  packages, — barrels,  boxes,  bas¬ 

kets,  and  cartons 

(c)  Methods  of  packing 

(d)  Pressing 

(4)  Storing.  S.  pp.  245-257;  G.  pp.  114-118 

(a)  Advantages 

(b)  Storage  houses, — home  and  commercial 

(c)  Reasons  for  storing, — lengthen  keeping 

period  and  prevents  decomposition 

(d)  Keeping  qualities  of  fruit 

Handling 

Degree  of  maturity 

Delay  in  getting  into  storage 

High  temperature  before  storing 

Fungous  and  other  diseases 

Conditions  under  which  fruit  is  grown 

Type  of  package  used 

Wrapping 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


111 


(5)  Selling.  S.  pp.  277-286;  G.  pp.  105-107 

(a)  Direct  to  retail  trade 

(b)  Wholesale  trade 

(c)  Selling  fruit  on  the  trees 

(d)  Selling  through  commission  men 

(e)  Cooperative  marketing 

(f)  Factor  of  transportation 

i.  Rejuvinating  the  old  orchard.  S.  pp.  212-228;  W.  pp. 

109-118 

(1)  Possible  causes  for  nonbearing 

(a)  Old  age 

(b)  Parasites 

(c)  Lack  of  care 

(d)  Depletion  of  soil  fertility 

(2)  Steps  in  rejuvenation 

(a)  Removing  old  bark 

(b)  Cutting  out  diseased  portions 

(c)  Thorough  pruning 

(d)  Install  and  practice  thorough  system  of 

spraying 

(e)  Begin  orchard  tillage 

(f)  Use  cover  crops 

(g)  Enrich  the  soil 

j.  Small  Fruits.  Md.  Bui.  No.  182;  Mich.  Bui.  No.  59 

(1)  The  Strawberry.  G.  pp.  221-232;  Wis.  Bui.  No. 

248;  Pur.  Bui.  164 

(a)  Choosing  adapted  varieties 

(b)  Consider  sexuality,  providing  for  cross 

fertilization 

(c)  Selecting  the  site, — desirable  soil  and 

preparation  of  the  soil 

(d)  Selecting  strong  plants, — pruning  roots 

and  tops  and  spring  planting  best 

(e)  Setting  the  plants 

(f)  Systems  of  planting, — hill,  single  hedge, 

Kellogg  double  hedge,  Cook  double 
hedge, — narrow  and  wide,  matted  row, — 
narrow  and  wide 

(g)  Care  after  planting 

(h)  Mulching 

(i)  Strawberry  pests 

(j)  Methods  and  rules  for  picking 

(k)  Taking  care  of  the  crop 

(l)  Marketing 

(2)  Grapes.  G.  pp.  194-220;  F.  Bui.  No.  471 

(a)  Adapted  varieties 

(b)  Propagation — seedlings,  cuttings,  layers, 

grafting 

(c)  Choosing  site 

(d)  Care  and  training  of  young  vines 

First  pruning  after  planting, — summer 
pruning  and  winter  pruning 
Pruning  bearing  vines, — principles  in¬ 
volved  and  objects  of  pruning 
Training  the  vines, — the  trellis  system, 
Munson  system,  Kniffen  system 
Teach  one  good  system 

(e)  Picking  and  marketing 

(f)  Grape  diseases  and  insects 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(3)  Currants.  G.  pp.  232-237 

(a)  Adaptable  varieties 

(b)  Soils  and  planting 

(c)  Cuttings  and  layers 

(d)  Pruning 

(e)  Protection 

(f)  Mulching 

(g)  Picking  and  marketing 

(4)  Raspberries.  G.  pp.  239-248 

(a)  Classes  and  varieties 

(b)  Propagation, — root  cutting  and  layers 

(c)  Location 

(d)  Soil 

(e)  Planting — time  and  depth 

(f)  Pruning  and  thinning 

(g)  Winter  protection 

(h)  Lifting  canes  in  spring 

(i)  Harvesting 

(j)  Marketing 

(k)  Diseases 

(5)  Peaches.  G.  pp.  183-190 

(6)  Pears.  G.  pp.  171-175 

(7)  Gooseberries.  G.  pp.  237-239 

(8)  Plums.  G.  pp.  178-183 

k.  Propagation 

(1)  Definition 

(2)  Reasons  for 

(3)  Methods  of 

(a)  By  seed.  G.  p.  131 

Seed  used  for  growing  stocks  to  work  on 

(b)  By  offsets.  G.  p.  132 

Sprouts  coming  up  from  roots  as  in 
strawberry,  raspberry,  etc. 

Removed  in  autumn  or  spring  with  two 
or  three  inches  of  the  root 

(c)  By  layers.  G.  p.  133 

Laying  down  any  portion  of  plant  and 
covering, — Spring  and  Summer 
Mound  layering, — Gooseberry  and  cur¬ 
rant 

(d)  By  cuttings.  G.  pp.  133-135 

Size 

Conditions  necessary 

Planting 

Solar  Pit 

(e)  Grafting.  G.  pp.  136-157;  W.  pp.  1-22 

Budding.  Grafting  while  tree  is  grow¬ 
ing.  W.  8-12 
Time 

Method  and  condition  for  success 
Stock  and  scion  healthy 
Buds  should  be  well  developed  in 
axils 

Necessary  implements 

Process 

Inserting 

June  budding 


AGRICULTURE  IN  THE  HIGH  SCHOOL  113 


Grafting.  W.  pp.  12-22.  Performed  in 
spring  when  vegetation  is  dormant. 
Wax 

Factors  in  success 

Cleft 

Whip 

Root 

Side 

Top  working, — grafting  or  budding  of  tree 
after  considerable  size. 


References  for  Outline 


Title  of  Book  Symbol  Author 


Productive  Orcharding 
Popular  Fruit  Growing 
Principles  of  Fruit 
Growing 
American  Apple 
Orchard 


S  Fred  Sears 
G  Samuel  B.  Green 
L.  H.  Bailey 
B  1915  Ed. 

W  F.  A.  Waugh 


Publishers 

Lippincott. 

Webb  Publishing  Co. 
Macmillan  Publishing 
Co. 

Orange  Judd. 


Wisconsin  Experiment  Station  Bulletins 

Wis.  Bui.  No.  201  Planting  the  Commercial  Orchard 
Wis.  Bui.  No.  207  Management  of  Bearing  Orchard 
Wis.  Bui.  No.  248  Strawberry  Culture  in  Wisconsin 
Circular  No.  55  Apple  Rust  Can  Be  Controlled 

5.  Special  Reports  By  Pupils 

a.  Jack  Frost  and  The  Orchard. 

b.  Fighting  off  a  “freeze”  in  a  big  orchard 

c.  Orchard  maps 

d.  Orchard  irrigation 

e.  Nursery  inspection  law 

f.  United  States  Regulations 

g.  Reports  on  fruits  not  included  in  general  outline 

h.  What  trees  shall  I  plant  in  my  home  orchard 

i.  Wisconsin  fruit  districts — Door  county,  Kickapoo  Valley, 

etc. 

G.  Home  Projects 

a.  Tilling  orchard  through  summer  and  starting  cover  crop 

b.  Planting  and  care  of  a  plot  of  fruit  such  as: 

One  dozen  apple  trees  Strawberry  bed 

One  dozen  cherry  trees  Currant  and  gooseberries 

One  dozen  grape  vines  General  fruit  orchard 

c.  Spraying  and  pruning  of  home  orchard  for  a  season 

d.  Rejuvenating  old  fruit  trees 

e.  Laying  out  and  setting  part  of  orchard 

References  for  Farm  Plant  Life 

Textbooks  for  this  semester’s  work  are  liable  to  be  inadequate 
because  of  the  large  variety  of  subjects  treated,  namely  crops, 
gardening,  and  fruits.  We  have  no  single  text  treating  all  of  the 
subjects.  Reference  reading  in  books  and  bulletins  must  be  pro¬ 
vided. 


8 


114 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Agricultural  bulletins  of  your  Experiment  Station  are  probably 
the  best  reference  material  you  can  secure.  William  P.  Stark 
Nursery  Company  of  Stark  City,  Missouri  has  an  excellent  booklet 
entitled  “Inside  Facts  of  Profitable  Fruit  Growing’  which  they  will 
furnish  you  with  their  catalog.  This  booklet  will  be  valuable  as  a 
reference.  Other  commercial  nurseries  are  usually  willing  and 
anxious  to  assist  the  agricultural  teacher  through  literature,  sug¬ 
gestion,  material  and  in  allowing  classes  to  visit  their  plant.  See 
Literature  for  reference  and  text  material. 


POTATOES 


It  should  be  remembered  in  presenting  a  course  in  potato  culture 
that  local  conditions  of  soil,  climate,  etc.,  may  so  influence  the 
methods  of  culture  as  to  make  much  textbook  material  on  date 
of  planting,  time  of  plowing  and  other  practices  of  little  value.  The 
teacher  must  make  the  necessary  adjustments  to  suit  the  conditions 
of  the  community  in  which  it  is  given. 

1.  Demonstrational  and  Laboratory  Exercises 

a.  Select  show  samples  of  at  least  one-half  dozen  Wisconsin 
varieties.  Point  out  characteristics  of  each  type. 

b.  Give  a  mixture  of  several  varieties  of  potatoes.  Have 
pupils  select  the  different  varieties. 

c.  Dig  a  potato  plant  with  tubers  attached.  Point  out  char¬ 
acteristics  of  growth  and  development  of  tubers. 

d.  Grow  a  few  potatoes  in  very  rich  soil.  Have  pupils  note 

results. 

e.  To  show  effectiveness  of  corky  tissue  in  preventing 
evaporation.  Weigh  two  potatoes — one  peeled — put  aside  for  several 
days.  Again  weigh  and  note  results.  Appearance  of  decay  may  also 
be  noted.  What  is  use  of-  this  tissue  to  tuber?  Name  other  products 
thus  protected. 

f.  A  miscellaneous  mixture  of  potatoes.  Have  pupils  select 
three  grades: — Fancy,  1st  grade,  culls. 

g.  Field  work  in  reference  to  plant  diseases. 

h.  Spraying  demonstration  in  field.  Mix  spray  materials 
and  apply.  Peel  different  varieties  and  determine  in  which  there  is 
least  waste.  Discuss  economic  importance  of  this. 

i.  Visit  a  potato  storage  plant.  Note  methods  of  storage 
and  handling. 

j.  Cooking  tests — baking  tests.  Select  one-half  dozen  varie¬ 
ties  and  cook  for  certain  period.  Note  condition.  Which  cooks 
quickest?  Character  of  meal.  Flavor? 

k.  Experiment  to  determine  relative  merits  of  boiling  and 

steaming. 

l.  Mount  potato  tissue  and  have  pupils  note  the  starch 
grains.  Make  chemical  tests  for  starch,  sugar,  fat  protein,  etc.,  in 
the  potato. 

m.  Dig  100  hills  of  potatoes  in  field  where  all  the  hills  had 
as  nearly  uniform  conditions  as  possible.  Note  the  weight,  uniformity, 
character  and  proportion  of  marketable  tubers  in  each  hill.  Study 
the  selection  of  seed.  What  would  be  the  yield  and  value  of  an  acre 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


115 


of  potatoes  planted  in  the  usual  manner  if  all  hills  were  like  the 
best?  If  all  were  like  poorest? 

n.  Go  into  a  field  of  growing  potatoes,  put  stakes  beside  hills 
on  which  foliage  has  been  destroyed  by  bugs  or  blight  and  by  hills 
with  foliage  uninjured.  At  digging  time  note  yields  from  the  marked 
hills.  Results  will  emphasize  the  importance  of  spraying. 

o.  Secure  samples  of  potatoes  (tubers)  affected  with  brown 
rot,  dry  rot  and  scab.  Learn  to  identify. 

p.  Cut  seed  potatoes  for  planting.  Treat  for  potato  diseases. 

q.  School  project  with  “hill  to  row”  test. 

r.  Potato  field  trip  to  study  insect  pests. 

s.  Field  trip  to  machine  salesroom  to  study  potato  machinery. 

t.  Home  project  work  with  potatoes. 

u.  Scoring  and  judging  of  potatoes  of  various  varieties. 

2.  Organization  of  Subject  Matter 

a.  Local  importance  of  the  potato  crop 

(1)  Yields,  type,  uses,  diseases,  etc.  of  the  community 

(2)  The  potato  as  a  cash  crop 

(3)  Experiences  as  to  production,  desirable  rotation  etc. 

b.  Potato  varieties.  F.  chap.  7 

(1)  Choosing  variety 

(a)  Quality  and  flavor.  F.  72-74 

(b)  Yield.  F.  74-76 

(c)  Disease  resistance.  F.  76 

(d)  Color.  F.  76 

(e)  Nature  of  skin.  F.  78 

(f)  Shape.  F.  78 

(g)  Depth  and  number  of  eyes.  F.  79 

(h)  Time  of  maturity.  F.  79-80 

(i)  Tendency  to  make  second  growth.  F.  85 

(j)  Vigor  of  variety.  F.  82-84 

(k)  Cooking  qualities  and  flavor 

(2)  Most  Popular  varieties.  F.  87-90 

(3)  Varieties  for  Wisconsin  and  characteristics 
See  Wisconsin  posters;  also  Wis.  Bui.  225 

(a)  Early  Rose 

(b)  Early  Ohio 

(c)  Early  Triumph 

(d)  Rural  New  Yorker  (late) 

(e)  Carman  No.  2  (late) 

(f)  Green  Mountain  (late) 

(g)  Sir  Walter  Raleigh  (late) 

(4)  Groupings  according  to  shape.  Wis.  Bui.  225,  p.  7 
-  (a)  Round  white 

(b)  Long  white 

(c)  Rose  group 

(5)  Studying  potato  score  card  of  each  variety.  G. 

311-319 

(6)  Judging  of  potato  classes  in  each  variety.  Wis. 

Bui.  225,  p.  20-22 

(7)  Improvement  recommended  in  Wisconsin  Bui. 

225,  p.  17-20 

(a)  Field  selection 

(b)  Improved  storage 

(c)  Community  growing 


116 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(8)  Harvesting.  F.  Chap.  12;  G.  111--119 

(a)  Methods  of  digging 

(b)  Harvesting  machinery.  F.  144-146;  G. 

119-127 

(c)  Handling  after  digging — Hauling  direct  to 

market,  G.  115;  Piling  in  field,  G.  147; 
Storing  in  cellar,  G.  149 

(d)  Storage  of  potatoes.  G.  149;  G.  147-152; 

G.  127-141.  Sorting  and  cellar, — Con¬ 
struction,  ventilation  and  temperature, 
care  of  seed  stock,  loss  in  storage 

(e)  Yields  and  profits.  G.  141-153 

c.  The  Selection  of  Potatoes 

(1)  Judging  potatoes 

(a)  Dealer’s  scale.  G.  315 

(b)  Purchaser’s  scale.  G.  315 

(c)  Consumer’s  scale.  G.  315 

(2)  Market  grades.  G.  316-318 

(3)  Exhibiting  potatoes.  G.  311-314 

d.  The  Potato  Plant 

(1)  Structure  of  plant.  G.  529-532;  521-522;  F. 

chap.  1 

(2)  Structure  of  tuber.  G.  522-525 

(a)  Nature  of  tuber 

(b)  Importance  of  eyes 

(3)  Conditions  influencing  growth 

(a)  Light.  F.  8 

(b)  Moisture.  F.  8-9 

(c)  Temperature.  F.  9-10 

(d)  Depth  of  planting.  F.  13-15 

(e)  Soil  and  cultivation 

(4)  Blossoming  and  fruit — Nature  and  occurrence. 

F.  16;  G.  37-76 

(5)  Tuber  formation,  a  perennial.  F.  15 

(6)  Physical  factors  influencing  the  potato 

(a)  Soil.  F.  17-25;  G.  21-27;  Wis.  Bui.  225, 

p.  13-16;  W.  W.  426-428 
Type  of  soils  desirable  and  reason 
Adaptability  of  soil  to  variety 
Importance  of  mechanical  condition 
Importance  of  drainage 
Adaptability  of  Wisconsin  soils  for 
potatoes 

(b)  Drainage.  G.  28-36 

(c)  Fertility.  F.  30-  50 

(d)  Rotation.  G.  88-89;  F.  26-29 

(e)  Physical  condition.  G.  26-27 

(f)  Best  soils  and  why.  F.  17-18 

(g)  Fertilizers.  F.  30-50 

Object 

Forms  of  commercial  fertilizers,  needs, 
influences  and  application 

(h)  Barnyard  manure.  F.  44-46 

(i)  Climatic  range.  G.  17-20 

(j)  Water  requirements.  F.  49 

(k)  Irrigation.  G.  100-110 

e.  Potato  Marketing.  F.  chap.  14;  G.154-166 

(1)  Problems  of  transportation.  F.  153-156 

(2)  Hauling  to  market.  F.  158-159 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


117 


(3)  The  middleman 

(4)  Factors  influencing  price.  F.  157-158 

(5)  Importance  of  grading.  F.  162 

(6)  Packages.  F.  162-164 

(7)  Direct  marketing.  F.  160 

(8)  Purchaser's  scale, — smoothness,  paring,  color  of 

flesh,  condition  of  interior 

(9)  Consumer’s  scale, — quickness  and  evenness  of 

cooking,  flavor,  whiteness,  mealiness. 

f.  Diseases,  Insect  enemies  and  control.  F.  Bui.  544;  W. 

59-62;  Wis.  Cir.  52.  See  Wis.  Poster  on  diseases  of 
potatoes 

(1)  Fungous  diseases 

(a)  Early  blight.  G.  174-176;  F.  112-117 

(b)  Late  blight.  G.  177-186;  F.  118;  B.  P.  I. 

Bui.  245 

(c)  Common  scab.  G.  186-190;  F.  119-120 

(d)  Black  leg 

(e)  Silver  scurf 

(f)  Dry-rot.  G.  193-195;  F.  122;  B.  P.  I.  Bui. 

55 

(2)  Physiological  troubles 

(a)  Tip  burn,  leaf  burn  and  scald.  F.  11-112 

(b)  Hollow  heart 

(c)  Black  heart 

(3)  European  diseases 

(a)  Black  wart.  G.  168-174 

(b)  Powdery  scab. 

(4)  Insects.  Wis.  Cir.  52,  p.  14-15 

(a)  White  grub.  G.  126 

(b)  Colorado  beetle.  G.  200;  Dept.  Ent.  Cir.  83 

(c)  Flea  beetle.  F.  123-124;  G.  202 

(5)  Sprays  and  spraying.  Wis.  Cir.  52,  p.  16-20;  F. 

128-142 

(a)  Spray  calendar.  F.  179-180 

(b)  Bordeaux  mixture.  F.  128-130 

(c)  Dry  Bordeaux.  F.  130 

(d)  Washing  soda  and  copper  sulfate.  F.  131 

(e)  Paris  Green.  F.  136 

(f)  Lead  compounds.  F.  137 

(g)  Arsenic  compounds.  F.  138 

(6)  Spraying  machinery  and  application 

(a)  Cost  of  spraying.  F.  140 

(b)  Profits.  F.  139-140 

(c)  Number  of  sprayings,  time  of  application 

and  cost 

g.  Growing  the  Crop 

(1)  Seed.  F.  Bui.  533 

(a)  Selection  and  improvement.  W.  37-44 

(b)  Source.  F.  51-53 

(c)  Handling.  F.  53-55 

(d)  Whole  or  cut  seed.  F.  60 

(e)  Size  of  seed.  F.  61-63 

(f)  Amount  per  acre.  F.  63-65 

(g)  Inspection  and  certification.  W.  44-49; 

Wis.  Bui.  252 

(h)  Value  of  seed  plot.  Wis.  Bui.  225,  p.  16 


118 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(2)  Planting.  G.  81-94 

(a)  Date  of  planting.  F.  96-97 

(b)  Distance  apart.  F.  91-93 

(c)  Depth.  F.  93-94 

(d)  Methods.  F.  97-104 

(3)  Preparation  of  seed  bed.  G.  76-81 

(a)  Plowing.  F.  21-23 

(b)  Surface  fitting.  F.  23-25 

(c)  Value  of  humus 

(d)  Importance  of  rotation 

(4)  Management  of  growing  crop 

(a)  Kind  and  amount  of  tillage.  F.  105-106 

(b)  Methods  of  tillage.  F.  106-107;  W.  W. 

433-435;  G.  95-100 

(c)  Object.  F.  106;  G.  94 

(d)  Implements.  F.  107-110 

(5)  Cost  of  growing  potatoes  and  profits.  G.  141-153 

h.  The  Potato  as  a  food.  F.  Bui.  295;  G.  7-16 

(1)  Chemical  composition.  F.  166-167 

(2)  Relative  cost  as  food.  G.  1 

(3)  Special  value  as  food.  G.  13-16 

(4)  Use  as  a  stock  food.  G.  chap.  25 

(a)  For  horses.  F.  168 

(b)  For  cattle.  F.  168 

(c)  For  hogs.  F.  168-169 

(d)  For  sheep.  F.  168 

(e)  For  other  animals 

(5)  Cooking  potatoes.  G.  chap.  23;  Texas.  Bui.  350 

(a)  Effect  on  composition.  F.  169 

(6)  Other  uses  of  potatoes.  G.  277-302 

(a)  Alcohol  manufacture.  F.  Bui.  268 

(b)  Starch  manufacture.  Bui.  Div.  Chem. 

58.— U.  S.  Dept.  Agri. 

(c)  Potato  flakes — dried 

i.  History  of  Potato.  Bui.  350  Texas;  F.  1-7;  G.  512-521 

(1)  Native  of  America 

(2)  Introduction  into  Europe — Ireland 

(3)  Importance  in  Europe — America  G.  3-6 

(4)  Importance  of  potatoes  in  Wisconsin.  Potatoes 

vs.  corn 

(5)  Potato  superstitions  and  prejudices.  G.  309-321 

(6)  Importance  of  crop  in  Germany 

j.  Production  in  U.  S.  and  elsewhere.  Bureau  Statistics  Bui. 

62 

(1)  World  production.  G.  540-545;  W.  W.  424-426 

(2)  Production  by  different  states.  F.  154 

(3)  Acreage  of  different  states 

(4)  Important  potato  producing  states.  G.  545 

(a)  New  York 

(b)  Michigan 

(c)  Maine 

(d)  Wisconsin.  G.  354-359 

(e)  Pennsylvania 

(5)  Average  yields  in  different  states.  G.  542-545 

(6)  Average  prices  in  different  states.  G.  542-545 

k.  A  Short  Study  of  the  Sweet  Potato.  W.  W.  444-449;  G. 

241-254 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


119 


References 


G=“The  Potato” — E.  H.  Grubb  and  W.  Guilford 

F=“The  Potato” — S.  Frazer 

W.  W.— ‘Field  Crops’  — Wilson  &  Warburton 


See  main  lists  for 
publishers 


W.=Reports  of  Wis.  Potato  Growers’  Association.  Prof.  J.  G.  Milward, 
Sec.,  College  of  Agriculture,  Madison,  Wis. 

F.  Bul.=Farmers’  Bulletin.  U.  S.  Department  of  Agriculture. 

No.  35  Potato  Culture 

91  Potato  Diseases  and  Their  Treatment 
295  Potatoes  and  Other  Root  Crops  as  Food 
407  Potato  as  a  Truck  Crop 

410  Potato  Culls  as  Source  of  Industrial  Alcohol 


Wisconsin  Experiment  Station  Bulletin 

No.  256  The  Marketing  of  Wisconsin  Potatoes 
Circular  52  Control  of  Potato  Diseases  in  Wisconsin 
Poster  Bui.  1  Potato  Diseases 
Poster  Bui.  2  Plant  Standard  Potato  Seed 
3.  Home  Projects  with  Potatoes 


(1)  Planting,  care  and  harvesting  one-half  to  one  acre  of 

potatoes 

(2)  Entire  charge  of  at  least  one  acre  of  potatoes  which 

are  inspected  by  the  proper  authorities  and  certified 
seed  selected 

(3)  Hill  to  row  test  with  potatoes 

(4)  Commercial  fertilizer  test  with  potatoes 


ANIMAL  HUSBANDRY 

The  work  in  Farm  Plant  Life  and  the  first  semester  of  Animal 
Husbandry  may  be  offered  to  boys  and  girls.  The  third  and  fourth 
year  work  in  agriculture  should  not  be  given  to  the  girls. 


A.  General  Outline  of  Animal  Husbandry 

1.  Second  Semester— Second  Year 
a.  Dairying 

(1)  Composition  and  characteristics  of  milk,  butter- 

fat  testing  of  milk  and  its  products,  varia¬ 
tions,  adulterations,  abnormal  conditions,  sed¬ 
iment  tests 

(2)  Bacteria: — sanitary  milk  production,  pasteuri¬ 

zation,  solids  and  acidity  of  milk,  milk  sep¬ 
arators 

(3)  Butter  and  cheese  making  and  tests  for  salt, 

moisture,  etc.,  substitutes  for  butter  and  tests 

(4)  Condensed  and  evaporated  milk,  ice  cream,  im¬ 

provement  of  the  dairy  herd  through  milk  and 
butter-fat  records,  diseases  of  cattle  affecting 
milk  production,  cooperative  creameries, 
creamery  records,  city  milk  supply,  winter  vs. 
summer  dairying.  Short  study  of  dairy  types, 
advanced  registering  standards  of  various 
breeds 


120 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


WINNERS  OF  GARDEN  CONTEST,  WALDO.  GIVEN  A  FREE  TRIP  TO 

STATE  FAIR. 


MILTON  H.  S.  TEAM.  WINNERS  OF  STATE  STOCK  JUDGING  CON¬ 
TEST  HELD  AT  AGRICULTURE  COLLEGE,  MADISON,  1916. 
KRAUS,  GRAY,  HOLLIDAY. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


121 


b.  Feeds  and  Feeding  of  farm  animals 

c.  Poultry: — importance,  meat,  egg,  general  purpose 

types,  bouse  construction.  Care  and  manage¬ 
ment,  incubation,  brooding,  feeds  and  feeding 
for  growth,  eggs,  flesh,  products,  health,  di¬ 
seases,  enemies,  storage,  scoring,  judging, 
breeding,  marketing  products 

d.  Organization  of  Projects 

2.  First  Semester — Third  Year 

a.  Types  and  breeds,  characteristics,  methods  of  develop¬ 

ment,  care  and  management,  feeding,  pedi¬ 
grees  and  their  value,  registration,  barns  and 
equipment,  market,  variations,  diseases,  breed¬ 
ing,  care  of  young,  defects,  points  of  score 
cards  and  judging  of  horses,  cattle,  sheep, 
swine,  etc.,  istudy  of  best  local  herds 

b.  Dehorning,  castration 

c.  Simple  veterinary  practices  and  sanitation 

d.  Fitting  animals  for  show  purposes 

e.  Breeders’  organizations,  well-known  breeders 

f.  Live  stock  judging  contests 

g.  Home  Project  Work 


B.  Typical  Outlines  of  Topics 

DAIRYING 

Dairying  should  be  offered  first  and  home  projects  in  testing 
of  herds  developed.  This  will  be  the  foundation  of  future  work 
in  farm  management.  Where  this  cow  testing  work  has  been 
made  a  year  project  for  a  herd  the  Wisconsin  Dairyman’s  Associa¬ 
tion  of  Fort  Atkinson  has  been  willing  to  furnish  a  herd  record 
book. 

The  production  of  better  milk  should  receive  more  attention.  A 
milk  sediment  tester  is  a  valuable  piece  of  apparatus.  Arrange 
visits  to  the  creamery,  cheese  factory  or  condensery.  It  is  often 
possible  for  your  boys  to  get  practical  experience  in  one  of  these 
and  be  given  laboratory  credit. 

A  small  hand  churn  may  be  owned  or  borrowed  and  butter  made 
a  few  times  as  a  demonstration.  Records  of  raw  materials  and 
products  should  be  kept.  Similar  exercises  may  be  conducted  in 
the  manufacturing  of  cheese.  These  same  processes  may  later  be 
observed  at  a  commercial  plant. 

Some  work  with  dairy  cattle  should  be  done  in  the  spring  but 
all  intensive  work  in  dairy  cattle  judging  should  be  left  until  fall. 

1.  Laboratory  and  Field  Exercises 

a.  Study  of  U.  S.  Dairy  Division  Records,  survey  of  cream¬ 

eries,  cheese  factories  in  township,  etp. 

b.  Milk  Study. 

(1)  Show  fat,  casein  by  souring,  albumen  by  boiling, 
sugar  by  boiling  clear  whey 


122 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(2)  Butterfat  test  of  ordinary  milk.  Test  with  weak 

and  strong  acid,  surplus  and  small  amount  of 
acid,  cold  and  warm  acid  or  milk,  use  of  hard  or 
soft  water  and  effect  on  test,  reading  with  and 
without  compasses,  problems — interpretations, 
compare  tests  with  test  run  at  creamery,  milk 
from  representative  breeds,  colostrum  milk 

(3)  Butterfat  test.  Milk  of  stripper, — first  milk  and 

composite  of  two  milkings  same  cow 

(4)  Demonstration  of  preservatives  showing  that  test 

is  not  changed 

(5)  Calibration  exercise, — Trowbridge,  burette  or  fine 

balance 

(6)  Hydrometer  test  of  acid,  specific  gravity  bottle 

test  of  water,  alcohol  and  sulphuric  acid 

(7)  Test  of  milk  for  several  days.  Test  on  evening 

of  cold  storm,  cow  in  heat 

(8)  Test  of  partially  churned  sample 

(9)  Test  of  milk  already  sour,  several  bottles  sweet, 

test  at  intervals 

(10)  Test  of  frozen  milk 

(11)  Begin  milk  sheet  weighings  at  home,  test  com¬ 

posite  samples  and  begin  individual  and  cow 
test  records  for  later  use.  This  is  home  project 
work. 

(12)  Test  of  cream,  9  and  18  gr.  bottles,  with  and  with¬ 

out  fat  saturated  alcohol  for  reading,  pipette  vs. 
weight  from  cream  with  rich  and  thin  cream — 
try  out  test  when  pipette  is  rinsed  and  without. 
Try  two  of  each  for  check. 

(13)  Test  of  skim  milk,  whey,  buttermilk.  Test  out 

creamery  and  home  separators 

(14)  Place  clean  milk  and  dirty  milk  in  warm  place  to 

sour.  Use  sterilized  glassware.  See  which 
sours  first.  Notice  curd  with  holes.  Similar 
exercise  of  milk  to  sour  in  cold  place.  Be  sure 
and  sterilize  glassware.  Effect,  dirt,  etc.,  in 
each.  Perform  the  milk  sediment  test  for  each 
patron  at  creamery,  of  each  cow  of  a  herd,  city 
milk,  etc. 

(15)  Perform  test  for  acidity — Mann’s.  Farrington’s  to 

check  with  Mann’s 

(16)  Get  dry  or  wet  starter  from  creamery.  Secure 

clean  milk  in  sterile  mason  jars  and  allow  to 
sour  and  so  get  natural  starter.  Run  both 
starters  for  several  days.  Test  acidity  and  taste 
each  day 

(17)  Make  a  trip  to  creamery,  cheese  factory,  con- 

densery,  sanitary  or  certified  milk  plant,  city 
milk  supply.  Pasteurize  milk  for  class  in  pail 
and  compare  rapidity  of  souring  with  same  un¬ 
treated 

(18)  Find  specific  gravity  of  water,  milk,  acid,  alcohol 

or  gasoline.  Show  effect  of  temperature  in  same 
milk 

(19)  Find  total  solids  of  a  sample  of  milk.  Skim  it 

and  find  total  solids,  add  water  to  some  of  orig¬ 
inal  sample  and  repeat.  Skim  some  of  orig¬ 
inal  sample  and  add  water  and  repeat  test 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


123 


(20)  Draw  conclusions.  Prepare  sample  as  in  exercise 

19  and  have  class  determine  conditions 

(21)  Detection  of  boracic  acid  by  acidity  test.  Taste 

milk  and  compare  with'  similar  acidity.  Test 
with  formaldehyde 

(22)  Make  sediment  test  of  different  classes  of  milk. 

Go  to  creamery  or  cheese  factory  for  samples. 
Label.  Get  pictures  of  clarifiers  or  if  possible 
visit  condensery  using  one 

(23)  Study  of  separators  at  school,  implement  dealers, 

etc.  If  a  separator  is  in  school  test  out  factors 
(under  i)  by  experiment.  Do  major  portion 

c.  Butter 

(1)  Make  butter  a  few  times  illustrating  over-run, 

ripening,  etc.  Make  trip  to  local  creamery  or 
milk  plant 

(2)  Test  butter  for  moisture,  salt,  fat.  Compare 

creamery  vs.  farm  butter  with  these  tests. 
Ditto  oleomargarine  with  butter 

(3)  Study  of  butter  score  card  and  judging.  Con¬ 

sult  local  creamery 

(4)  Substitutes  for  butter,  boiling  test,  water  house 

test 

(5)  Secure  mottled  butter 

(6)  Computation  of  factory  records.  See  problem  of 

Wisconsin  Circular  27,  “How  to  Use  the  Bab¬ 
cock  Test,”  p.  27-30 

d.  Study  of  local  cheese  factory 

(1)  Make  test  for  butterfat 

(2)  Study  of  butterfat  vs.  pooling  system  in  cream¬ 

eries.  F.  W.  202-15 

e.  Experiments  according  to  importance  in  local  community 

f.  Problems  as  indicated  in  outline 

g.  Beginning  of  cow  testing  problems 

(1)  Have  class  keep  records  for  a  herd  once  a  month. 

Have  home  projects  for  individuals 

(2)  Attend  a  sale  of  pure  bred  dairy  cattle.  Com¬ 

pare  prices  paid  for  A.  R.  0.  cattle  or  progeny 
vs.  untested 

2.  Organization  of  Subject  Matter 

a.  Wisconsin  in  Dairying 

(1)  Production  in  cheese  &  butter  vs.  other  states. 

Wis.  Bui.  231  &  251 

(2)  Leading  dairy  counties  of  state 

(3)  Survey  of  pure  bred  cattle  of  district 

(4)  Value  of  produce  sold  from  local  creamery  or 

cheese  factory 

(5)  Methods  of  payment  for  milk,  etc.,  by  factory 

(6)  Price  per  100  lbs.  for  each  month  of  one  year 

b.  Study  of  Milk 

(1)  Six  constituents  and  pounds  per  100  lbs.  milk, 

physical  or  chemical  compound.  V.  10-11;  M. 
123-130;  F.  W.  10-20 

(2)  A  complete  food, — classify  each  constituent  as 

food 

(3)  Colostrum  Milk, — characteristics,  composition  com¬ 

pared,  function,  value.  M.  130-131 


124 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(4)  Secretion  of  milk.  M.  131-134;  V.  1-10  Ex. 

(a)  Purpose 

(b)  Structure  of  udder  and  mammary  vein  sys¬ 

tem 

(c)  Factors  controlling, — treatment,  incomplete 

milking,  etc. 

(d)  Duration  of  flow 

(5)  Testing  for  butterfat.  M.  135-145 

(a)  History  of  the  first  tests, — inch  of  cream, 

oil  churn  test,  etc.  F.  W.  173-205 

(b)  Importance  of  an  accurate  test,  the  Bab¬ 

cock  test.  F.  W.  1-10 

(c)  Scientific  basis  for  the  Babcock  test.  M.  135 

(d)  Accuracy  of  the  test  dependent  on  what 

factors 

(e)  Method  of  test.  M.  135-144;  F.  W.  29-72; 

Wis.  Cir.  27,  p.  1-4;  F.  W.  158-174 
Obtaining  of  sample,  method,  importance 
Composite  samples,  preservatives,  samplers, 
preparation  for  test  bottles.  M.  135- 
137;  F.  W.  29-33 

Pipette, — method  of  handling,  volume  of 
milk,  precautions.  F.  W.  29-33;  F.  W. 
45-46 

Test  bottles, — calibration  and  marking. 

F.  W.  48-54;  M.  137-142;  F.  W.  33-37 
Acid, — kind,  quantity,  quality,  precautions 
in  mixing,  specific  gravity,  action.  M. 
137-142;  F.  W.  33-37;  F.  W.  46-48; 
F.  W.  64-69 

Making  the  test, — time,  care,  rate,  tempera¬ 
ture,  filling.  M.  137-142;  F.  W.  33-*37; 
F.  W.  54-64 

Reading  the  test, — temperature,  meniscus, 
colors.  M.  137-142;  F.  W.  33-37 
Calculations  in  per  cents  and  meaning  of 
test.  M.  142-144;  Wis.  Cir.  27,  p.  14 
Precautions  in  testing, — causes  of  trouble. 

F.  W.  69-71;  M.  142-144 
Cleaning  of  glassware  and  racks.  M.  144; 
F.  W.  40-45 

Comparison  of  hand  and  steam  testers 
Problems  of  three  types 

(f)  Causes  for  variation  in  butterfat  test 
Breed  characteristics.  M.  132-134;  M. 

68-72;  V.  12-19 

Stage  of  lactation  period.  M.  132-134;  F. 
W.  140-145 

Changes  of  feed.  M.  132-134;  F.  W.  151- 
157 

Unnatural  conditions  of  excitement,  storms, 
M.  132-134 

(g)  Sampling  under  special  conditions 
Partially  churned.  F.  W.  24-25 
Sour  milk.  F.  W.  26-27 

Frozen,  etc.  F.  W.  27 

(h)  Mathematical  basis  for  calibration  and  vol¬ 

umes 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


125 


(6)  Farm  records  for  individuals  and  herds.  M.  GO- 

67.  U.  S.  Dept,  of  Agric — Bureau  Ani¬ 
mal  Industry,  Circular  179;  Wis.  Cir. 
27,  p.  14-20 

(a)  Construction  of  good  milk  scales,  advan¬ 

tages  over  spring  balance 

(b)  Month  records  as  basis  for  butterfat  and 

value  of  product 

(c)  Calculation  of  month’s  record  on  two  milk¬ 

ings, — U.  S.  justification 

(d)  Feed  records 

(e)  Profit  or  loss  for  month 

(f)  Start  on  work  for  year  record  of  individual 

and  herd 

(g)  Use  as  basis  for  profits  on  feeding  rations 

(7)  Adaptation  of  test  and  glassware  for  other  prod¬ 

ucts.  F.  W.  173-185;  Wis.  Cir.  27,  p. 
20-24 

(a)  Cream  testing,  types  of  bottles,  weighing, 

reasons  for,  glymol,  readings,  amount  of 
acid.  M.  142-144;  F.  W.  76-87 

(b)  Tests  of  skim  milk,  whey  or  buttermilk, 

care  required,  acid.  F.  W.  88-99 

(c)  Problems 

(8)  Care  and  handling  of  milk  on  the  farm 

(a)  Souring  of  milk.  M.  146-154;  F.  W.  135- 

137;  Y.  33-36 
Causes 

Sources  of  bacteria,  favorable  conditions 
for  bacterial  growth 

The  milk  sediment  tester, — its  use,  and 
value.  Wis.  Cir.  41 

Types  of  bacteria, — useful  and  harmful, 
names 

Acidity,  causes,  chemical  action 
Mann's  Test  for  acidity,  solutions  and 
formula.  M.  174-176;  F.  W.  117-134 
Problems  for  solution.  M.  174-176;  F.  W. 
117-134 

Farrington’s  test,  solutions  and  compari¬ 
sons.  M.  174-176;  F.  W.  117-134 
Commercial  starters.  M.  193-198 

To  make  natural  starter, — method  and 
value 

Kinds, — dry,  wet,  costs,  value  to  butter- 
maker 

Acidity  of  starter 

(b)  Abnormal  fermentations  in  milk 

Slimy,  ropy,  chromogenic,  bitter,  etc 

(c)  Flavors  and  odors  in  milk 

Causes  and  examples 
Relations  to  feed,  milk-rooms,  cellars, 
general  care 

Care  to  prevent  taints,  odors  and  flavors 

(d)  Sanitary  milk  production.  M.155-164;  M. 

221-227;  V.  61-69 
Definition  and  importance 
Healthy  cows 

Sanitary  barn  and  clean  yards 


126  AGRICULTURE  IN  THE  HIGH  SCHOOL 


Clean  cows  and  clean  milkers 
Clean  and  wholesome  feed  and  water 
Clean,  sanitary  milk  pails,  strainers  and 
cans 

Dry  hand  milking 

Clean  bedding,  air,  and  no  flies 

Proper  cooling  and  bottling.  M.  205-211 

(e)  Certified  milk  production.  M.  236-238 

Definition  of  term 
Demand,  cost  and  profits 
Chicago  certified  milk  standard 

(f)  Pasteurization  and  sterilization.  M.  284- 

286 

Definition  and  methods.  M.  263-268 
Results  and  applications 

(g)  Testing  for  milk  solids  and  application. 

F.  W.  100-115 

Relative  specific  gravity  of  milk,  water, 
sulphuric  acid,  etc. 

Principle  of  lactometer  test 
Use  of  hydrometer  in  liquids  lighter  and 
heavier  than  water 
Construction  of  Quevenne  lactometer 
Method  of  test  and  correction  for  temper¬ 
ature 

Calculation  of  solids  and  interpretation 
of  results 

Application  to  city  milk  supply,  adultera¬ 
tions,  skimmings,  etc. 

Board  of  Health  lactometer 
Problems  of  interpretation 

(h)  Detection  of  adulterations  of  milk 

Boracic  acid,  formaldehyde,  to  keep  milk. 
F.  W.  247-250 

Bicarbonate  of  soda  to  neutralize  acid. 
F.  W.  247-250 

Dirt  test  in  milk.  See  Wis.  Cir.  41 
Application  to  bacteria  determination 
Method  of  test 

Use  in  factories  and  city  milk  trade 
Use  of  clarifiers 

(i)  Milk  separators 

Types,  advantages,  disadvantages,  uses 
and  efficiency  of  each.  M,  165-167 
Shallow  pan 
Deep  setting 
Dilution  methods 

Centrifugal  separators.  M.  166-170. 
The  Golden  Stream.  I.  H.  C.,  p.  57-63 
Principles  underlying  operation 
Kinds, — disks,  hollow  bowl,  plates, 
makes,  prices 

Regulations, — milk  or  cream  screw 
Care  of  machine  and  operation 
Factors  of  efficiency 
Rate  of  inflow 
Speed  of  bowl 
Temperature  of  milk 
Structure  of  bowl 
Adjustments,  etc. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


127 


c.  Butter 
(1) 


(2) 


(3) 


(4) 


(5) 


Factors  regulating  richness  of  cream. 
V.-31,  32 

Cream  or  skim  milk  screw  adjust¬ 
ment 

Relation  of  thickness  of  cream  to 
efficiency 

Speed  of  machine 
Temperature 

Value  of  a  separator  on  farm.  The 
Golden  Stream — I.  H.  C.,  p.  57-59 
Value  in  saving  over  other  methods 
Greater  returns  for  skim  milk  in 
hogs  and  calves 

Prevention  of  disease  in  clean  herds 

Ripening  of  Cream.  M.  170-174;  V.  37-42 

(a)  Object  of  ripening.  Care  of  milk  from  time 

drawn  until  ripening 
Clean  production  without  dirt,  etc. 
Bacterial  content  and  cleanliness  of  uten¬ 
sils 

Necessity  of  clean  separator  and  cool 
product 

(b)  Effect  on  texture  and  flavor 

(c)  Method  of  using,  making  and  holding 

starters 

(d)  Dairy  vs.  Creamery  butter — the  Why 
Churning.  M.  176-181;  V.  43-50 

(a)  Types  and  advantages  of  different  kinds 

of  churns 

(b)  Temperature  of  ripened  cream 

(c)  Care  of  churn:  use  and  quantity  of  but¬ 

ter  coloring 

(d)  Factors  affecting  churning,  product,  etc. 

(e)  Size  of  granules  at  end  of  churning 
Finishing  product.  M.  181-185 

(a)  Washing:  temperature  of  water,  effect  of 

washing,  reasons  for 

(b)  Salting:  dry  or  wet  and  rate  in  each,  ad¬ 

vantages  of  each,  purpose 

(c)  Working:  importance,  purpose,  effect  of 

over  working,  under  working 
Packing  and  marketing.  V.  50-52 

(a)  Legal  standard  for  moisture,  test  for 

moisture,  method,  variations.  F.  W. 
231-236  and  251 

(b)  Kinds  of  moulds 

(c)  Prints,  packages  and  tubs,  sizes  and  ad¬ 

vantages 

(d)  Retail  and  wholesale  trade 

(e)  Limits  for  salt:  test  for  salt,  method,  so¬ 

lution  and  calculations.  F.  W.  228-230 

(f)  Mottles:  causes,  injuries,  how  to  prevent 

(g)  Over  run  in  butter, — causes  and  legal 

standards.  F.  W.  189-198 
Judging  and  scoring  butter.  V.  78-83 

(a)  Relative  importance  of  points  as  shown  by 

score  card 

(b)  Practice  in  scoring,  judging.  Visit  to 

local  creamery  discussed 


128 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(6)  Substitutes  for  butter.  F.  W.  236-240 

(a)  Manufacture  of  oleomargarine,  test  for  by 

boiling,  Waterhouse  test 

(b)  Butterine,  etc. 

(e)  Wisconsin  laws  concerning  substitutes 

(7)  Organization  of  cooperative  creameries.  Wis. 

Bui.  244 

(8)  Special  problems  of  the  creameries 

(a)  Buttermilk  cheese.  Wis.  Bui.  239 

(b)  Creamery  sewage.  Wis.  Bui.  245 

d.  Cheese.  M.  187-192.  Also  M.  199-204 

(1)  Nature  of  cheese 

(a)  Value  as  a  food 

(b)  Food  elements  contained  compared  with 

butter 

(e)  Milk  best  suited  for  cheese 
(d)  Kinds  of  cheese 

(2)  Study  of  apparatus  and  method  of  making  Amer¬ 

ican  cheese 

(3)  Study  and  method  of  making  Cottage  cheese 

(4)  Causes  of  poor  cheese 

(5)  Wisconsin  curd  test  for  purity  of  milk.  F.  W. 

135-138 

(6)  Hart’s  Casein  test— calculation  on  basis  of 

casein  and  fat.  Visit  to  cheese  factory 
discussed.  F.  W.  198-200;  F.  W.  223-224 

(7)  Organization  and  construction  of  cheese  factories. 

Wis.  Bui.  244 

(8)  Markets  and  prices  of  Wisconsin  cheese.  Wis. 

Bui.  231-251 

(9)  Other  problems  of  Wisconsin  cheese  work 

(a)  Buttermilk  cheese.  Wis.  Bui.  239 

(b)  Whey  butter.  Wis.  Bui.  246 

(10)  If  in  a  cheese  county  a  more  intensive  study 
would  be  followed,  containing  scoring, 
judging,  salting,  curing,  marketing,  etc. 

e.  Other  products  from  milk  and  cream 

(1)  Ice  cream  making  (Michels — Dairy  Farming 

Chap.  28,  bulletins,  etc. 

(2)  Sherbet 

(3)  Condensed  and  malted  milk 

(4)  Evaporated  milk 

(5)  Skim  milk,  buttermilk,  Bulgarian,  etc.  M. 

Dairy  Farming,  Chap.  29 

f.  Calculating  Dividends  by  the  Fat  Test.  F.  W.  202-214; 

Wis.  Cir.  27,  Feb.  1914,  p.  27-30 

(1)  Plan  for  calculating  dividends  in  the  beginning 

of  dairy  industry 

(2)  Unfairness  of  this  plan 

(3)  Solution  of  problem  typical  of  modern  creamery. 

Cir.  27,  Wis.  Station,  Feb.,  1914 

(4)  Problems  of  same  bulletin 

,  (5)  Problems  in  review  of  above  and  drill 

g.  The  Improvement  of  the  Dairy  Herd 

(1)  Present  day  conditions  of  the  average  Wisconsin 
farmer  and  local  community.  M.  9-11; 
M.  11-17 

(a)  Average  production  per  cow  in  milk  and 

butterfat  in  pounds 

(b)  Type  and  breed  of  general  community 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


129 


(c)  The  sire:  his  care  and  his  calves.  Breed 

of  sire 

(d)  Building  and  equipment 

(e)  Feeds  and  feeding 

(f)  Business  management  and  records,  etc. 

(g)  Markets 

(2)  Records  as  indicators  for  herd  improvement — 

Wis.  Cir.  27,  p.  14-20.  The  Golden 
Stream  I.  H.  C. — 41 

(a)  Milk  record  and  scales.  M.  60-65 

Types  of  scales  and  cost 
Convenience  of  use 
Regularity  of  use 
Facts  shown  by  scales 
Production 
Feed  returns 
Abnormal  conditions 

(b)  Testing  for  butterfat.  (Scales  records 

considered)  M.  65-68 
Testing  as  basis  for  selection 
Testing  as  basis  for  computing  profits, — 
individuals,  herd 

Conditions  shown  at  end  of  year  by  rec¬ 
ords 

Cow  testing  associations  of  Wisconsin, 
of  Denmark.  Cir.  179  Bureau  of  An. 
Industry 

Consideration  of  local  conditions 

(c)  Study  of  Wisconsin  herd  records.  Hoard’s 

Dairyman 

(3)  Grading  as  step  towards  better  herds.  M.  17- 

18-24 

(a)  Definition  and  theory  of  value  of  grading 

(b)  Methods  and  results  obtained 

(c)  What  constitutes  a  good  sire:  breeding, 

conformation,  health 

(d)  Place  and  extent  to  which' grading  should 

be  used 

(e)  Place  and  use  for  records  in  grading 

(f)  The  future  of  the  dairy  industry:  knowing 

our  calves 

(4)  Estimation  of  values  of  dairy  stock.  Dairy  Farm¬ 

ing — Michels,  Chap.  32 

(a)  Factors:  grade  or  pure  bred,  value  of 

products,  calf,  manure,  labor,  buildings, 
interest,  market,  etc. 

(b)  Value  of  175,  300,  400,  500  pounds  butterfat 

cows 

(c)  Value  of  sires 

(d)  Value  of  calves 

(e)  What  can  average  farmer  afford  to  pay  for 

sire  (pure  bred) 

(f)  Value  of  one  good  female  to  herd 

This  outline  of  subject  matter  is  suggested  as  teachable  in  the 
order  given.  It  has  been  taught  in  this*  order.  It  may  be  elab¬ 
orated  or  cut  in  many  particulars  to  meet  conditions  locally. 


9 


130 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Reference  for  Dairy  Outline 

M=Michels — Dairy  Farming 
V=Van  Norman — First  Lessons  in  Dairying 
F  W=Farrington  &  Woll — Testing  Milk 

3.  Home  Projects  for  Dairying 

a.  Perform  7  day  or  30  day  test  on  one  or  more  dairy  ani¬ 

mals,  following  all  steps  as  in  official  testing. 

b.  Perform  the  yearly  semi-official  test  for  three  or  more 

cows. 

c.  Keep  cow  testing,  feed  and  milk  record  for  one  year. 

d.  Clean  and  whitewash  home  dairy  and  put  in  shape  to 

make  a  good  score 

e.  One  week’s  work  in  cheese  factory,  creamery  or  con- 

densery. 


POULTRY 

1.  General  Suggestions.  A  course  in  poultry  is  adapted  to 
almost  any  high  school,  either  in  the  city  or  country.  Unlike 
other  courses  in  animal  husbandry,  it  does  not  require  a  large 
outlay  of  money  to  purchase  stock  for  the  class  work,  and  the  ex¬ 
pense  for  other  equipment  is  not  large.  In  localites  where  dairy¬ 
ing  is  not  important  the  poultry  course  may  be  given  a  full  Semes¬ 
ter.  The  city  high  schools  are  doing  some  work  but  it  deserves 
a  place  in  the  rural  high  school.  Six  weeks  may  well  be  spent 
in  the  rural  high  school  and  perhaps  even  twice  that  amount. 
Other  advantages  of  a  poultry  course  are  that  it  is  adapted  to  both 
boys  and  girls  and  it  is  a  great  field  for  home  project  work. 

Poultry  has  been  neglected  in  most  high  schools  and  the  study 
of  cattle,  horses,  etc.,  has  been  called  animal  husbandry.  No  class 
of  live  stock  is  so  well  adapted  for  school  work.  Poultry  may  be 
used  at  a  time  when  the  weather  prevents  the  use  of  cattle,  horses, 
etc.  We  have  excellent  opportunities  for  demonstrating  feeding 
for  growth,  fattening  or  for  a  cash  product  of  eggs. 

A  large  number  of  types  of  pure-bred  chickens  are  always  found 
in  every  community  and  poultry  fanciers  will  assist  and  loan  birds 
for  demonstration  purposes.  The  poultry  show  is  becoming  a 
common  event  and  junior  poultry  associations  are  being  organized. 
Incubation,  brooding,  feeding,  caponizing,  marketing  of  eggs  and 
fowl  are  all  interesting  and  enlightening  subjects  for  school  work. 

Poultry  may  easily  be  provided  as  property  of  the  school.  The 
sale  of  produce  will  make  it  a  profitable  venture. 

2.  Laboratory  and  Field  Work 

a.  Demonstration  of  anatomy  of  chicken. 

b.  Arransre  for  study  of  the  three  general  types  of  poultry 
as  regards  genpral  characteristics  of  body. 

c.  Visit  available  noultry  farms  and  study  various  breeds. 

d.  Buildinsr  of  poultry  house. — Under  sunervision  of  teacher, 
boy  students  start  building  of  a  miniature  colony  house  3'x  3'.  L.  181; 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


131 


R.  ch.  X;  Cornell  Cir.  14;  Wis.  Bui.  215.  House  to  be  built  with  one 
side  left  open.  Should  have  nests,  roosts,  feed  receptacle  and  ventila¬ 
tion. 

e.  Utility  Classification, — Visit  poultry  farms  observing  as 
many  different  breeds  as  possible. 

f.  Visit  poultry  houses  that  need  repair  and  suggest  how 
same  may  meet  requirements  of  good  arranged  house. 

g.  Structure  of  egg.  Get  as  many  different  kinds  of  eggs  as 
nossible.  as  regards  fertility  and  condition;  demonstrate  candling  eggs 
before  the  class.  Classes  of  eggs  as  to  color,  size,  quality. 

h.  Preserve  eggs  in  water  glass  (silicate  of  soda). 

i.  Demonstration.  Take  two  fresh  eggs  from  the  same  flock. 
Smear  wet  poultry  yard  dirt  on  one;  leave  the  other  clean.  Set  them 
away  in  a  fairly  warm  place  for  about  four  days.  Bring  out  and  ex¬ 
amine  first  with  tester  then  break. 

j.  Start  an  incubator  of  eggs.  Demonstrate  regulation  of 
thermostat  and  difference  in  temperature  in  different  parts  of  the  egg 
chamber.  Keep  students  in  touch  with  care,  handling  and  manipula¬ 
tion  during  the  entire  hatch.  Have  them  note  in  particular  changes  in 
eggs  as  incubation  increases. 

k.  Brooding.  Remove  chicks  in  proper  time  to  the  brooder. 
Demonstrate  effect  on  temperature  of  different  amounts  of  litter  in  the 
brooder.  Also  show  difference  in  temperature  of  different  parts  of  the 
brooder. 


l.  Arrange  to  spray  poultry  houses  for  parasites.  Prepara¬ 
tion  of  dust  mixture  and  operation. 

m.  Construction  of  various  articles  of  equipment  for  poul¬ 
try  house. 

n.  General  construction  of  several  types  of  trap  nests. 

o.  Demonstration  of  the  method  of  caponizing  if  thought  de¬ 
sirable. 

p.  Demonstrate  crate  fattening  of  general  poultry,  capons, 
etc. 


q.  Demonstration  of  ways  chickens  are  killed,  dressed,  etc., 
for  market. 


r.  Practice  exercises  in  scoring  according  to  the  descriptions 
of  “The  Standard  of  Perfection.” 

s.  Use  half  a  dozen  hens,  using  ordinary  and  balanced 
rations.  If  the  school  owns  poultry  this  might  be  a  school  project. 

t.  Poultry  clubs. 


3.  Organization  of  Poultry  Subject  Matter 

a.  Poultry  Raising  in  U.  S.  F.  B.  200;  L.  p.  324-331;  P.  p. 
7-35 

(1)  Importance  of  the  industry.  R.  p.  24-25 

(2)  Evolution  of  the  poultry  industry.  P.  p.  12-23 

(3)  A  successful  poultry  keeper,  characteristics,  prob¬ 

lems.  R.  p.  64-69 

(4)  Branches  of  poultry  culture.  R.  p.  30-40 

(5)  Attractiveness  of  the  industry 

(6)  Purposes  of  poultry  raising 

(a)  As  a  part  of  the  farm  stock.  R.  p.  35-40 

(b)  As  a  special  business 

(c)  As  fancy  poultry 

(7)  Special  poultry  districts.  R.  p.  40-43 


132 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


b.  Poultry  Products.  L.  p.  272-300 

(1)  Food  products 

(а)  Eggs.  L.  273;  R.  325;  O.  118,  p.  84 

Gathering  and  care  of  on  the  farm.  F.  B. 
287,  p.  41 

Testing  for  fancy  trade 
Sorting  and  packing.  L.  296  &  285;  R. 
325-327 

Methods  of  selling  L.  294-296;  F.  B.  405, 
p.  19;  F.  B.  287,  p.  40;  R.  329,  to  con¬ 
sumer,  retailer,  commission  men,  and 
through  creamery,  R.  331;  R.  335;  F.  B. 
445 

Study  of  season  prices 
Shipping  methods.  L.  298 

(б)  Market  poultry  (L.  275-287;  F.  B.  355,  p. 

35-39;  R.  324-333;  P.  390-93)  as  broilers, 
roasting  chickens,  fowls,  capons,  shipping 
live  poultry  and  picking  and  shipping 
dressed  poultry.  R.  311-321 

(2)  Special  products 

(a)  Pedigree  poultry.  L.  91 
(h)  Hatching  eggs.  L.  279,  290 

(c)  Day  old  chicks.  L.  279,  290 

(d)  Feathers.  L.  280;  R.  324;  R.  334 

(e)  Manure.  L.  280 

c.  Hatching  and  Rearing  of  Chicks 

(1)  Function  of  the  egg  and  of  incubation.  L.  94; 

R.  238 

(2)  Formation  of  the  egg.  L.  98 

(3)  Structure  of  the  egg.  R.  238;  L.  94 

(4)  Breeding  and  mating.  L.  84-93 

(5)  The  fertile  egg.  R.  239;  L.  103;  F.  B.  405,  p.  18 

(a)  Selection  of  breeding  stock 

(b)  Selection  of  hatching  eggs  (R.  245;  L.  106, 

192,  and  333;  F.  B.  287,  p.  28),  normal 
and  abnormal  eggs,  trap  nesting  and  egg 
records,  (P.  453-473) 

(6)  Natural  incubation 

(a)  Selection  of  the  hen.  R.  243;  L.  112 

(b)  Nests  for  sitting  hens.  L.  113;  R.  245-248 

(c)  Setting  and  management  of  hens.  L.  114; 

R.  243;  R.  246;  F.  B.  287,  p.  29 

(d)  Testing  the  eggs.  R.  248;  L.  116 

(e)  Hatching  of  eggs  (R.  251-2;  L.  117)  and 
helping  birds  out  of  shell.  R.  252 

(7)  Artificial  incubation.  F.  B.  355,  p.  23 

(a)  Selection  of  the  incubator.  R.  254;  L.  122; 

F.  B.  287,  p.  30 

(b)  Management  of  incubator 

Placing  of  incubator.  L.  122 
Regulation  of  heat.  R.  258;  L.  125.  Care 
of  lamp.  L.  126 
Regulation  of  moisture.  R.  260 
Regulation  of  ventilation.  R.  260 
Cooling  eggs.  L.  128 
Turning  eggs.  L.  128 
Testing  eggs 

Management  during  hatching.  R.  263 


'AGRICULTURE  IN  THE  HIGH  SCHOOL 


133 


(c)  Causes  of  poor  hatches.  R.  264;  L.  130 

(d)  Incubator  records.  L.  130 

(8)  Brooding.  L.  133-143;  F.  B.  287,  p.  30 

(a)  Importance  of  warmth.  R.  275 

(b)  Brooding  temperatures.  R.  280 

(c)  Construction  of  artificial  brooders.  L.  133 

Cold  brooders.  R.  277 
Lamp  heated  brooders.  R.  278 
Pipe  brooders.  R.  279 

(d)  Operation  of  brooder.  L.  136;  F.  B.  355, 

p.  26 

(e)  Protection  from  enemies  and  parasites.  R. 

282-283 

(f)  Rate  of  growth.  R.  284 

(g)  Weaning. 

(h)  Rations.  L.  139 

(i)  Things  to  be  avoided  in  brooding.  L.  140 

(9)  Care  after  weaning  (L.  143-149;  R.  282), 

importance  of  warmth,  large  and  free  range, 
green  feed  and  shade.  Protection  from  enemies. 

(10)  Caponizing 

(a)  Advantages  of  caponizing.  P.  390-392 

(b)  Market  requirements.  P.  392 

(c)  Age  for  caponizing.  P.  393 

(d)  Instruments.  P.  393 

(e)  Method  of  operation.  P.  393-400 

(f)  Results.  P.  400-401 

(11)  Breeding  for  improvements 

(a)  Types  of  improvements,  egg,  meat,  form. 

P.  252-264 

(b)  Principles  of  poultry  breeding  (Difficult). 

P.  221-245 

(c)  Breeding  systems.  P.  246-252 

(d)  Management  of  breeding  stock.  P.  281-290 
d.  Utility  Classification  of  Poultry.  Discuss  as  to  size  and 

external  appearance,  disposition,  maturity,  broodiness, 
hardiness,  feeding,  production  and  color  of  eggs.  L. 
48-51 

(1)  Egg  breeds.  L.  48;  R.  352;  F.  B.  287,  p.  5 

(a)  Leghorn.  L.  52;  R.  355-362;  F.  B.  51,  p.  19 

(b)  Minorca.  L.  53;  R.  363;  F.  B.  51,  p.  23 

(c)  Ancona.  L.  55;  F.  B.  51,  p.  27 

(d)  Campine.  L.  55;  R.  370 

(e)  Houdan.  L.  58;  R.  382;  F.  B.  51,  p.  34 

(2)  Meat  breeds.  F.  B.  287,  p.  6 

(a)  Brahmas.  L.  62;  R.  391;  F.  B.  51,  p.  12 

(b)  Langshans.  L.  64;  R.  390;  F.  B.  51,  17 

(c)  Cochins.  L.  64;  R.  387;  F.  B.  51,  p.  15 

(d)  Cornish  Game.  L.  66;  F.  B.  51,  p.  39  . 

(3)  General  Utility  breeds.  F.  B.  287,  p.  6;  L.  68-72 

(a)  Plymouth  Rocks.  L.  72;  R.  398;  F.  B.  51,  p.  6 

(b)  Rhode  Island  Reds.  L.  73;  R.  413;  F.  B.  51, 

p.  11 

(c)  Wyandottes.  L.  74;  R.  406;  F.  B.  51,  p.  8 

(d)  Orpingtons.  L.  74;  R.  416;  F.  B.  51,  p.  28 

(e)  Dorkings.  L.  74;  R.  378;  F.  B.  51,  p.  27 

(4)  Miscellaneous  breeds.  L.  77-83 


134 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


e.  Study  of  poultry  feeds 

(1)  Carbohydrate  feeds.  L.  226-230;  R.  184-197 

(2)  Feeds  for  fat  as  meat  scrap  (20%  fat),  sunflower 

seeds  and  linseed  meal.  R.  193 

(3)  Feeds  containing  ash  for  egg  shell  as  wheat  bran, 

dried  bone  (R.  199;  R.  203),  oyster  shell.  R. 
203 

(4)  Succulent  feeds  as  clover,  lawn  clippings,  rape, 

millet,  oats,  buckwheat,  soybeans,  and  swiss 
chard.  R.  195 

f.  Digestion. 

(1)  Study  of  digestive  tract.  L.  219;  R.  172 

(a j  Mouth  parts.  R.  172;  L.  219 

(b)  Gizzard.  L.  219 

(c)  Crop.  L.  220 

(d)  Stomach 

(e)  Pancreas 

(f)  Intestines 

(2)  Work  performed  by  organs  in  digestive  tracts 

(3)  Assimilation  and  nutrition.  L.  221 

g.  Study  of  rations  for  poultry.  R.  206-237 

(1)  Droppings  as  indications  of  right  feeds.  F.  B. 
287,  p.  26 

h.  Feeding  young  chickens.  L.  243;  F.  B.  287,  p.  31 

(1)  Ill  effects  of  feeding  day  old  chicks 

(2)  The  growing  period 

(a)  Rations  for  growing  period.  L.  139 

i.  Feeding  for  egg  production.  L.  251;  F.  B.  355,  p.  35 

(1)  Feeding  for  maintenance 

(2)  Feeding  egg  producing  food 

(3)  Other  influences  on  egg  production 

(a)  When  laying  begins.  R.  289;  F.  B.  287, 

p.  27;  F.  B.  255,  p.  32 

(b)  Causes  of  retarded  laying.  R.  291 

(c)  Conditions  of  egg  production.  R.  293 

(d)  Duration  of  laying  period.  R.  297 

(e)  Molting.  R.  298;  F.  B.  287,  p.  26 

(f)  Influence  of  male  on  production.  R.  494 

j.  Feeding  for  market 

(1)  Market  classes  (L.  263)  as  brqilers  (F.  B.  287,  p. 

34-35),  roasters,  fowls,  and  capons 

(2)  Principles 

(a)  Restriction  of  exercise 

(b)  Rich  carbohydrate  and  fat  ration 

(c)  Protein  in  abundance 

(d)  Moist  feeding 

(e)  Maintenance  of  a  good  appetite 

(3)  Rations  for  fattening.  L.  268 

(4)  Crate  and  cramming  fattening.  F.  B.  287,  p.  37 

k.  Poultry  Housing.  L.  153-210.  Location  of  houses.  L. 

152-155;  W.  4;  F.  B.  287,  p.  7;  F.  B.  355,  p.  21 

( 1)  Prime  considerations  in  shelters  are  fresh  air,  sun¬ 
light,  dryness,  and  room.  R.  104;  L.  162-4 

(2)  Coops.  R.  104 

(3)  Tight  houses.  R.  108 

(4)  Importance  of  ventilation.  R.  112;  L.  165 

(5)  Open  front  houses.  R.  114.  See  pictures,  R. 

131-154;  C.  14 

(a)  Floor  dimensions.  R.  115;  L.  166;  W. 
11;  F.  B.  287,  p.  9 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


135 


(b)  Height.  R.  118 

(c)  Depth.  R.  118;  W.  12 

(d)  Length  of  houses.  R.  119 

(e)  Standard  size  unit  for  houses.  R.  119 

(f)  Styles  of  roof.  R.  121;  L.  199;  W.  12 

(g)  Walls.  R.  125;  W.  16;  W.  19 

(h)  Floors,  R.  125;  W.  15 

(i)  Materials.  R.  126;  L.  200;  W.  18 

(j)  Windows  of  wood,  glass,  cloth,  cement.  F. 

B.  287,  p.  9 

(6)  Colony  houses  for  chicks.  L.  147;  F.  B.  287,  p. 

17 

(7)  Interior  arrangements  of  houses 

(a)  Roosts.  R.  156;  L.  189;  W.  19 

Roost  room  per  hen  depends  on  breeds.  R. 

156;  F.  B.  287,  p.  10 
Material.  R.  157 

Dropping  boards.  R.  158;  L.  173;  L.  189; 
W.  21 

(b)  Nests.  R.  160;  L.  191;  W.  22;  F.  B.  287, 

p.  10 

Requirements  for  different  kinds  of  poultry 
Size  of  boxes  for  nests 
Position  of  nests.  R.  161 
Number  of  nests  required.  R.  163 
Trap  nests.  R.  162;  L.  192 

(c)  Feed  troughs.  R.  163;  F.  B.  287,  p.  11 

,  (d)  Feed  hoppers.  R.  165;  C.  14,  p.  17 

(e)  Drinking  fountains.  R.  166;  W.  24;  F.  B. 

287,  p.  11 

(f)  Dusting  boxes.  R.  167;  W.  25;  F.  B.  287, 

p.  11 

(8)  Equipment  (R.  167-171;  L.  158;  F.  B.  287,  p. 

12)  as  to  tools,  feed  mixers,  bone  cutters,  root 
cutters,  egg  testers  and  fences 

l.  Judging  and  Scoring  of  Poultry.  L.  349-350 

(1)  The  score  card 

(a)  “American  Standard  of  Perfection”  gives 

score  cards  and  points  for  each  breed 

(b)  Study  of  the  points  of  a  fowl 

(2)  Comparative  judging  and  scoring  of  all  breeds 

available  (This  may  be  elaborated  according  to 
the  community). 

(3)  Preparing  of  birds  for  exhibiting  and  exhibits. 

P.  477-496 

m.  Poultry  Diseases  and  Enemies.  F.  B.  287,  p.  43;  L. 

301-324 

(1)  Causes  of  disease  are  internal  defects  of  organs, 

improper  feeding  or  surroundings  and  conta¬ 
gious  diseases.  F.  B.  287,  p.  43;  L.  301-324 

(2)  General  Symptoms  of  disease.  R.  337,  339;  F. 

B.  287,  p.  43 

(a)  Special  symptoms.  R.  340 

(b)  General  treatment.  R.  340 

(3)  Description  of  common  diseases  as  roup,  chicken 

pox,  canker,  liver  affections,  indigestion  and 
diarrhoea,  prolapsus,  bumble  foot,  frozen  combs, 
tuberculosis,  and  cholera.  L.  310-15;  F.  B.  287, 
p.  43 


136 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(4)  Parasites  as  gapeworm,  lice,  red  mites,  tape¬ 

worm,  depluming  mites,  scaly  leg  mites.  F.  B. 
355,  p.  23;  R.  341;  L.  317-20 

(5)  Enemies  as  rats,  weasels,  minks,  skunks,  hawks 

and  crows,  and  thieves.  L.  321-22 

(6)  Sanitation  as  a  preventive  of  diseases.  L.  301 

(a)  Clean  homes.  L.  302 

(b)  Care  of  droppings.  L.  303 

(c)  Disinfectants.  L.  304 

n.  Poultry  Clhb  Work.  L.  8-11 

(See  Outline  put  out  by  Boys’  and  Girls’  Club  Work, 
College  of  Agriculture,  Madison,  Wisconsin.) 

o.  Study  of  Turkeys,  Ducks,  Geese,  etc.,  as  desired 

References  for  Poultry  Outline 

P— Productive  Poultry  Husbandry — Lewis 
L — Poultry  Keeping — Harry  L.  Lewis 
R — Principles  and  practices  of  Poultry  Culture 
W — Wisconsin  Bulletin  No.  215 
O — Ohio  Circular 
C — Cornell  Circular 

F.  B — Farmers’  Bulletins,  U.  S.  Department  of  Agriculture 
287 — Poultry  Management 
445 — Marketing  Eggs  Through  the  Creamery 
51 — Standard  Varieties  of  Chickens 
405 — Marketing  of  Eggs 
64 — Ducks  and  Geese 
182 — Poultry  as  Food 

355 — A  Successful  Poultry  and  Dairy  Farm 
206 — Turkeys 

4.  Home  Projects  for  Poultry 

a.  Remodel  home  poultry  house 

b.  Purchase  setting  of  eggs  from  some  pure  bred  breeder  and 

raise  chicks  for  school  fair. 

c.  Start  home  project  on  egg  production.  Let  pupils  try 

different  types  of  balanced  rations. 

d.  Feed  and  egg  record  for  flock  for  six  months. 

e.  Fattening  crate  of  young  chickens. 

f.  Operation  of  incubator  and  brooder. 

g.  Comparison  of  gains  of  six  capons  with  six  other  chickens 

that  are  being  fattened. 

h.  Preparing  pure  bred  poultry  for  poultry  show. 

C.  Score  Cards  and  Judging 

Animal  Husbandry  probably  makes  an  appeal  to  more  students 
than  any  other  agricultural  subject.  The  scoring  of  animals  is 
the  phase  most  often  attempted  first  and  in  most  instances  results 
in  failure.  The  method  of  instruction  is  the  same  as  found  in 
college  classes  and  as  a  result  the  ground  covered  is  beyond  the 
comprehension  of  the  high  school  boy.  The  teacher  fails  to  com¬ 
prehend  the  purpose  and  value  of  score  card  study  and  it  is  taught 
in  a  way  which  gives  it  little  educational  value.  The  process  is 
merely  one  of  guessing  instead  of  one  involving  thought  and  is 
a  hindrance  rather  than  of  an  aid  in  learning  the  meaning  of  type. 
We  need  to  spend  more  time  on  methods  of  presentation  of  our 
subject. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


137 


The  beginner  in  live  stock  judging  must  necessarily  acquire  a 
knowledge  of  type.  The  process  of  scoring  animals,  grains,  etc. 
to  determine  a  per  cent  of  the  perfect  type  probably  has  a  place 
and  value  for  college  classes  but  has  little  place  in  secondary  work. 
The  student  must  learn  the  peculiar  structural  form  of  the  various 
classes  of  grains  and  live  stock.  The  score  card  value  of  the  points 
is  the  necessary  thing  to  consider  for  it  is  more  important  for  the 
student  to  know  that  10  points  are  given  for  length  of  the  ear  of 
corn  and  5  points  for  a  good  tip,  than  to  have  him  perform  the 
mechanical  routine  of  scoring  a  sample.  In  other  words  we  want 
the  student  to  know  that  the  expert  places  greater  stress  on  the 
matter  of  length  than  on  the  importance  of  a  good  tip  with  loss 
in  length,  and  we  want  him  to  appreciate  the  reason  for  this  ap¬ 
portionment  of  values.  We  then  want  to  give  the  student  an  op¬ 
portunity  to  apply  this  in  comparative  judging.  The  score  card 
is  valuable  in  as  much  as  through  its  numerical  values  it  em¬ 
phasizes  the  importance  of  certain  structural  forms. 

The  farmer  through  experience  has  recognized  that  certain  struc¬ 
tural  form  is  essential  for  his  favorite  breed.  He  may  be  as  good 
or  better  judge  than  the  'college  man  who  understands  the  score 
card.  Both  through  different  avenues  have  learned  the  same  thing. 
Our  score  card  shows  the  relative  importance  of  these  structural 
forms  as  experience  and  scientific  study  have  determined  and  in  a 
score  card  we  can  quickly  bring  these  facts  to  the  attention  of 
the  student.  Again  different  breeds  have  ideals  toward  which 
they  are  working  and  so  the  score  card  for  Guernsey  type  has 
some  different  points  and  also  different  values  for  the  common 
points  than  those  found  for  the  Holstein  score  card.  The  chief 
value  then  of  the  score  card  is  in  teaching  the  location  and  the 
value  of  the  various  parts  of  the  animal. 

In  using  the  score  card  with  animals,  etc.,  it  is  important  that 
the  student  have  in  mind  the  points.  For  instance,  in  the  con¬ 
sideration  of  the  body  of  a  draft  horse  the  pupil  must  know  that 
he  must  consider  the  chest,  ribs,  back,  loins  and  underline.  He 
must  also  know  the  limitations  of  the  back  and  why  we  want  it 
of  certain  structural  form.  Place  the  emphasis  on  this  study  of 
the  score  card  and  drill  until  pupils  know  the  ideal  type  and  can 
give  intelligent  reasons  in  comparing  animals.  Such  a  study  of 
the  score  card  of  the  draft  horse  will  probably  take  several  days 
but  when  the  pupil  has  accomplished  this  and  realizes  the  numeri¬ 
cal  value  for  the  parts  he  is  ready  to  begin  comparative  work.  A 
large  amount  of  drill  will  be  necessary  before  he  will  master  this 
phase  of  the  work.  The  boy  will  probably  want  to  know  why  8 
points  are  given  for  the  fore  feet  of  a  horse  and  6  for  the  hind. 
Here  is  the  problem  for  study  and  the  chance  to  get  real  value 
from  the  score  card.  Study  the  score  to  find  what  points  are 
emphasized  and  so  need  particular  study.  In  all  this  preliminary 
study  use  the  best  type  horse  available  as  ideals  are  being  formed. 


138 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


After  the  score  card  is  understood,  the  next  step  is  comparative 
judging.  Take  two  horses  and  make  a  comparative  study  of 
smaller  points  such  as  action,  pasterns,  back,  etc.  This  will  lead 
to  selecting  the  better  forequarters,  head  and  neck,  and  finally  in 
selecting  the  better  horse.  In  working  this  way  more  time  is  re¬ 
quired  but  the  student  will  know  type  and  will  have  ideals.  Teach 
students  to  look  for  points  of  major  importance  in  selecting  ani¬ 
mals,  such  as  quality,  action,  feet  and  hocks,  etc.  of  a  horse  and 
not  those  of  minor  importance  such  as  ears,  eyes,  forehead.  Minor 
points  at  times  assist  but  are  usually  not  the  determining  ones. 
The  pupil  will  then  be  prepared  for  stock  judging  contests. 

Samples  of  Wisconsin  Score  Cards  are  given  in  the  appendix. 
Samples  of  score  cards  and  sometimes  literature  and  pictures  for 
the  various  breeds  of  live  stock  may  be  obtained  of  the  secretaries 
of  the  different  National  Registry  Associations.  A  list  of  the  same 
is  given  in  the  appendix. 

D.  Live  Stock  Judging  Contests 

The  live  stock  judging  contest  held  at  Madison,  Feb.  10-12,  1916, 
was  a  great  success.  In  choosing  the  team  for  this  contest  dis¬ 
tricts  used  different  systems  of  marking  some  of  which  proved 
unsatisfactory.  The  following  plan  for  district  contests  is  a  modi¬ 
fied  form  of  one  used  in  some  districts  last  year  and  gave  entire 
satisfaction. 

Four  animals  shall  constitute  a  class.  It  is  unsatisfactory  to 
have  classes  of  two  or  three  animals  and  classes  of  five  or  more 
give  so  many  possible  placing  combinations  that  proper  grading 
becomes  prolonged  and  difficult.  The  individuals  of  the  class  shall 
be  designated  by  a  card  on  each  animal.  These  cards  shall  be 
lettered  so  that  each  class  shall  have  a  different  set  of  symbols. 
This  is  the  plan  adopted  in  the  national  contest  in  judging  dairy 
cattle. 

In  the  state  contest  there  were  two  classes  of  draft  horses,  two 
of  swine  and  two  of  dairy  cattle.  It  is  planned  that  two  classes 
of  beef  cattle  and  perhaps  two  of  mutton  sheep  will  be  added  this 
year. 

The  team  from  each  school  may  be  chosen  by  individual  com¬ 
petition  over  a  period  of  one,  two,  four  or  more  weeks  of  judging 
or  according  to  class  records.  Individual  competition  according 
to  a  modified  plan  similar  to  that  used  in  the  district  contest  is 
probably  preferable. 

When  teams  have  been  selected  to  represent  the  schools  the  agri¬ 
cultural  instructors  shall  decide  the  place  of  meeting  for  the  dis¬ 
trict  contest.  A  large  stock  farm,  asylum  farm  or  community 
where  plenty  of  good  live  stock  is  available  should  be  selected.  If 
possible  secure  live  stock  with  which  contestants  are  unfamiliar. 

When  contestants  and  instructors  meet  for  the  district  contest, 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


139 


STATE  STOCK  JUDGING  CONTEST  HELD'  AT  STATE  AGRICULTURAL  COLLEGE,  MADISON,  FEBRUARY,  1916.  WON  BY  MILTON 

HIGH  SCHOOL  TEAM.  COWS,  HORSES  AND  PIGS  WERE  JUDGED. 


140 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


choose  three  agricultural  instructors  as  the  judging  committee  and 
select  one  or  more  of  the  remaining  instructors  as  the  managing 
committee  to  take  charge  of  the  boys’  papers,  and  see  that  there 
is  no  communication  between  contestants  and  see  that  general  sat¬ 
isfaction  is  given.  Some  districts  have  arranged  for  a  county  rep¬ 
resentative  or  some  prominent  stockman  to  judge  the  classes. 
This  is  a  better  plan  if  the  county  representative  or  selected  judge 
is  a  stockman  who  can  give  satisfaction.  It  is  impossible  for  the 
College  of  Agriculture  to  send  competent  judges  to  all  district  con¬ 
tests.  Such  being  the  case  the  plan  most  common  will  be  where 
the  high  school  instructors  act  as  judges. 

It  shall  be  the  duty  of  the  judging  committee  to  select  the  classes 
and  decide  the  official  placing  of  each  class.  They  should  do  this 
before  contestants  have  placed  the  class  or  work  at  the  same  time. 
However,  it  -would  be  preferable  to  have  them  do  this  before  the 
contestants  have  completed  their  placings.  The  judges  will  keep 
notes  for  future  reference  on  reasons  for  the  placing  of  each  class. 
When  the  judging  committee  has  decided  the  placing  of  a  class,  its 
decision  shall  be  given  to  the  managing  committee. 

In  selecting  the  places  it  is  advisable  that  one  judge  be  appointed 
clerk  and  vote  be  made  by  ballot  for  first  place.  In  case  the  ma¬ 
jority  do  not  agree  the  judges  shall  complete  work,  discuss  the 
reasons  and  reballot.  A  similar  method  may  be  followed  for  other 
pieces.  It  is  inadvisable,  however,  to  choose  exceedingly  difficult 
classes  because  if  judges  are  unable  to  agree,  the  high  school  con¬ 
testants  can  not  be  expected  to  agree.  Select  animals  showing 
considerable  difference  in  type.  After  contestants  have  placed  the 
class,  the  judges  shall  discuss  the  class  and  give  reasons  for  placing. 

Every  contestant  shall  be  given  a  number  by  the  managing  com¬ 
mittee  by  which  he  shall  be  designated  throughout  the  contest. 
Judges  shall  not  know  the  numbers  of  contestants.  When  a  class 
is  brought  into  the  ring  a  placing  card  such  as  the  following  will 
be  furnished  each  contestant.  Such  cards  will  be  furnished  by  the 
state  committee. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


141 


STOCK  JUDGING  PLACING  CARD 

Class .  Sec . 

No . . . 

Placings  (1).... .  (2) . % .  (3) .  (4) 

Reasons  for  No... . over  No . . 

1 . . 


2. 


3. 


4. 


Reasons  for  No . over  No.: 

1 . 


2. 


3. 


Reasons  for  No. 
1 . 


over  No. 


3. 


4. 


THIRTY  minutes  will  be  allowed  for  each  class  of  dairy  cows  and 
draft  horses  and  TWENTY  minutes  for  each  class  of  swine. 

No  conversing  allowed. 

Hand  papers  to  the  man  in  charge  before  leaving  the  judging 
ring. 

Twenty  to  thirty  minutes  shall  be  given  for  placings  and  rea¬ 
sons,  as  decided  by  managing  committee.  The  managing  commit¬ 
tee  shall  see  that  the  contestants  do  not  communicate  with  other 
contestants,  spectators,  judges,  etc.  Any  one  doing  so  shall  be 
disqualified.  Contestants  shall  be  notified  three  minutes  before 


142 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


time  is  up  and  when  final  time  is  called  by  the  managing  com¬ 
mittee,  the  placing  cards  shall  be  collected  by  the  managing  committee. 

When  all  classes  have  been  placed  the  managing  and  judging  com¬ 
mittees  shall  get  together  for  marking  reasons  and  to  determine  final 
rankings.  The  managing  committee  shall  check  up  on  the  placings 
according  to  the  following  plan.  One  hundred  points  will  be  allowed 
the  contestant  for  a  correct  placing  as  determined  by  the  judges. 
Variations  in  placings  may  be  marked  as  follows.  This  illustrates  all 
possible  combination  bf  four  animals  when  the  correct  placing  of  ani¬ 
mals  is  A,  B,  C,  D. 


Percentage  Plan  on  Placings 


AB 

C 

D 

100 

B 

A  C  D 

85 

C 

A 

B 

D 

65 

D 

ABC 

35 

AB 

D 

C 

90 

B 

ADC 

75 

C 

A 

D 

B 

45 

D 

A  C  B 

20 

AD 

B 

C 

80 

B 

CAD 

70 

C 

B 

A 

D 

42 

D 

B  AC 

15 

AD 

C 

B 

60 

B 

CD  A 

55 

c 

B 

D 

A 

30 

D 

B  C  A 

10 

AC 

B 

D 

87 

B 

D  AC 

50 

c 

D 

A 

B 

30 

D 

CAB 

5 

AC 

D 

B 

78 

B 

DC  A 

30 

c 

D 

B 

A 

12 

D 

CB  A 

0 

The  following  illustrates  the  method  of  rating:  The  animals  are 
lettered  A,  B,  C,  D  and  the  judges  decide  that  B,  D,  C,  A  is  correct 
placing.  A  contestant  placing  them  thus  receives  100.  Another 
contestant  placed  them  B,  C,  D,  A.  He  has  transposed  the  second 
and  third  places  i.  e.  1,  3,  2,  4  corresponding  to  A,  C,  B,  D  of  our 
percentage  plan  on  placings,  giving  him  87.  Others  as  follows. 


Card  Placing 

Order 

Key 

Percentage 

BDCA  (correct) 

1234 

ABCD 

100 

CB  D  A 

3124 

C  AB  D 

65 

ADCB 

4  2  3  1 

D  B  C  A 

10 

B  ADC 

14  2  3 

ADBC 

80 

DCB  A 

2  3  14 

B  C  A  D 

70  • 

When  the  managing  committee  has  marked  contestants  on  plac-r 
ing,  one  of  the  managing  committee  shall  read  all  reasons  to  the 
judging  committee  on  placing  of  one  class.  The  judges  are  not 
to  know  the  number  or  name  on  the  paper.  Each  judge  by  refer¬ 
ring  to  his  notes  may  decide  the  merits  of  the  reason  given.  On 
a  ballot  he  shall  mark  his  percentage.  These  shall  be  pinned  to 
the  placing  card  and  the  average  of  the  three  ratings  be  given  as 
the  ranking  on  reason.  Thus  if  the  judges  ranked  a  paper  50,  00, 
and  70  the  percentage  on  reasons  for  that  class  would  be  (50  + 
90-f  70)-f-3=70%.  The  judges  in  this  way  will  not  know  num¬ 
bers  or  names  of  contestant  who  wrote  paper  and  will  mark  solely 
on  merits.  Reasons  will  be  marked  for  each  class  separately,  for 
instance  all  of  one  class  of  dairy  cattle,  then  the  next,  one  of  horses, 
the  next,  etc. 

In  the  state  contest  30%  was  given  on  reasons  and  70%  on  plac¬ 
ings.1  When  reasons  and  placings  are  completed  they  shall  be  com- 


1Changed  in  1017,  to  40%  on  reasons  and  60%  on  placings. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


143 


piled  as  follows  for  each  team.  This  is  the  record  of  the  winning 
team  at  the  state  contest. 

STATE  CONTEST  RECORD 


Contestant  No.  8  Contestant  No.  1  Contestant  No.  15 


Place  Reasons  Place  Reasons  Place  Reasons 


Dairy  Cattle  No.  1 .  78  83  78  85  45  81 

Dairy  Cattle  No.  2 .  60  72'  60  90  80  88 

Swine  No.  1 .  90  85  80  60  60  70 

Swine  No.  2 . 87  75  55  65  55  82 

Horses  No.  1 .  100  87  100  85  100  88 

Horses  No.  2 .  85  83  85  85  85  85 

Totals .  500  485  458  470  425  494 


70%  Platings  .  350  (No.  8)  3120.6  (No.  1)  297.5  (No.  15) 

30%  Reasons  .  145.5  (No.  8)  141  (No.  1)  148.2  (No.  15) 

Pinal  Mark  .  495.5  (No.  8)  461.6  (No.  1)  445.7  (No.  15) 

Team  Mark  .  1402.8 


The  team  with  the  highest  total  is  awarded  first  place.  The  in¬ 
dividual  with  the  highest  total  is  awarded  first  as  individual 
contestant.  It  is  suggested  that  all  percentages,  rankings  accord¬ 
ing  to  placings  and  all  computations  be  checked  by  the  judging 
committee  before  an  announcement  is  made.  Send  all  placing  cards 
with  judges’  placings  and  attached  ballots  on  reasons  to  the  state 
committee  in  charge  so  the  report  may  be  filed  as  evidence  of  the 
right  of  the  winning  team  to  compete. 


SOILS 

A.  General  Suggestions.  A  knowledge  of  a  few  of  the  funda¬ 
mentals  of  chemistry  will  assist  in  the  study  of  soils.  If  chemistry 
is  not  offered  in  the  course  the  teacher  should  spend  some  time  in 
reviewing  elements,  bases,  acids,  salts,  and  simple  chemical  reac¬ 
tions  as  studied  in  general  science.  Soils  work  of  a  technical  na¬ 
ture  such  as  determination  of  phosphates  in  a  soil  is  not  adapted 
to  secondary  work  but  demonstrational  exercises  such  as  solubility 
of  fertilizers,  formation  of  acid  phosphates  from  rock  phosphate, 
determination  of  the  capacities  of  soils  for  moisture,  heat,  etc.,  and 
a  study  of  soil  types  of  the  community  and  their  management  may 
be  more  readily  understood  by  the  pupil  and  will  permit  of  more 
practical  application. 


144 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Provision  should  be  made  for  a  supply  of  air  dry  soils  and  sub¬ 
soils  of  the  community.  Where  troubles  are  found  in  growing  of 
crops,  samples  of  the  soil  should  be  collected  and  accurate  descrip¬ 
tions  of  troubles  recorded.  A  study  of  these  is  the  most  profitable 
type  of  classroom  work  in  soils.  Such  cases  give  excellent  oppor¬ 
tunities  for  home  project  work. 

Each  school  should  secure  a  set  of  the  soil  survey  bulletins  of 
the  state.  If  your  community  has  been  surveyed  secure  samples 
of  the  soil  types  mapped  and  teach  pupils  to  read  the  maps  and 
teach  the  management  of  each  soil  type.  State  Soils  Survey,  Agri¬ 
cultural  College,  Madison. 

A  study  of  soils  must  deal  with  plants  but  this  must  be  from  the 
standpoint  of  their  interdependence,  the  types  best  adapted  to  vari¬ 
ous  crops  and  the  preparation  of  soils  so  as  to  be  most  productive. 
The  work  should  emphasize  the  physics  rather  than  the  chemistry 
of  soils.  The  following  is  suggestive  of  a  semester’s  work. 

B.  Soils  and  Soil  Fertility — Second  Semester — Third  Year 

Relations  of  soil,  land,  and  plant  growth 

Soil  formation,  composition,  types  and  properties 

Properties,  care  of  and  fertilizing  values  of  farm  manure 

Commercial  fertilizers,  types,  value,  mixing,  application 

Water  supply,  movements,  availability  and  conservation 

Temperature  of  soils 

Drainage,  types,  costs  and  efficiency 

Practice  in  mapping,  ditching  and  laying  tile 

Management  of  important  types  of  soil 

Soil  tillage,  methods,  rotations,  machinery 

Green  manuring,  fallowing,  humus 

Acidity  of  soil  and  liming 

Legumes  and  their  relation  to  soil  fertility 

Interpretation  of  soil  survey  maps 

Plant  diseases 

Forest  problems 

Landscaping 

Silos  and  silage 

Interdependence  of  plant  and  animal  life 

C.  Suggestive  Outlines.  Drainage  is  selected  as  a  subject  of 
importance  to  most  communities  and  is  outlined  in  a  suggestive 
way.  It  will  not  necessarily  be  taught  in  the  order  outlined.  This 
will  be  decided  by  availability  of  practical  work,  community  needs 
and  the  experience  of  pupils.  A  survey  to  show  the  importance  of 
this  subject  to  the  community,  visits  to  drained  and  undrained 
areas,  a  study  of  the  productivity  of  land  drained,  etc.  will  give  a 
basis  for  a  better  understanding  of  its  many  problems. 

1.  Demonstrational  and  Laboratory  Exercises 

a.  Study  of  root  systems  of  plants  where  water  levels  are  different. 

b.  Determine  water  capacity  of  sand,  loam,  muck,  clay  and  all  types  4 
of  soils  in  community.  Begin  with  fine  air  dry  soils  and  use  equal 
volumes. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


145 


c.  Show  that  muck  soil  heats  rapidly  when  moist  and  result  when 
water  soaked.  Test  temperatures  of  drained  and  undrained  soils  of 
same  exposure  to  sun. 

d.  Show  that  equal  volumes  of  water  and  soil  heat  and  cool  differ¬ 
ently. 

e.  Study  points  of  greatest  moisture  for  instance  at  foot  of  hill  vs. 
a  short  distance  beyond.  Explain. 

f.  Study  tools  used  in  drainage. 

g.  Determining  differences  in  elevation  of  places.  Find  fall  per 
mile  of  a  stream. 

h.  Pupils  make  plane-table  map  of  a  field  or  several  fields. 

i.  Design  a  simple  system  of  drainage. 

j.  Computation  as  to  cost  of  a  drainage  system. 

k.  Practice  in  laying  tile  and  drainage  of  a  small  area  if  possible. 

2.  Organization  of  Subject  Matter  on  Land  Drainage 

a.  Drainage  as  a  local  problem 

(1)  Areas  drained 

(a)  Value  before  drainage 

(b)  Present  value 

(c)  Cost  of  drainage 

(2)  Undrained  areas 

(a)  Present  valuation 

(b)  Suggestions  as  to  methods  of  drainage 

b.  Land  which  could  be  improved  by  drainage 

(1)  Area  of  such  land  in  home  community.  Soil 

Survey  maps 

(2)  Area  of  such  land  in  the  state.  J-3 

(3)  Area  of  such  land  in  U.  S.  W.  W.-188 

(4)  Kinds  of  land.  J-23-25;  L.  F.-239;  E-14-15 

(a)  Flat  land  with  highlands  around 

(b)  Tight  level  clays.  Wis.  Bui.  No.  202-5-10 

(c)  Potholes 

(d)  Swales  or  sloughs 

(e)  Bench  marshes 

(f)  Large  backwater  marshes.  Wis.  Bui.  No. 

205-4-6 

c.  Kinds  of  soil  moisture.  E.  pp.  1-7;  A.  pp.  47-52 

(1)  Gravitational — harmful  to  plants 

(2)  Capillary — useful  to  plants 

(3)  Purposes  of  drainage  is  removal  of  harmful 

water 

(4)  Source  or  cause  of  excess  water  must  be  considered 

in  determining  type  of  drain 

(a)  Too  much  precipitation  on  given  area  for 

natural  drainage  to  carry  off 

(b)  Seepage  from  surrounding  upland 

d.  Types  of  drains.  E.  p.  7 ;  J.  pp.  5-23 

(1)  Surface — accomplished  by  open  ditches  and  sur¬ 

face  runs 

(2)  Underdrainage — accomplished  by  tile  and  to  slight 

extent  by  open  ditches 

(3)  Vertical  drains 

(4)  Dykes  for  retaining  surface  water  from  upland 

surrounding  drained  area 
(5  Pumping  system  in  connection  with  dyke 


10 


146 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


e.  Advantages  of  Drainage.  J-3-4;  E-20-21;  L.  F.  239- 

41;  W.  W.-188 

(1)  More  water  available  to  plants.  W.  W.-189;  L. 

F.-241;  E-21 

(a)  Deeper  roots  developed  through  lower  water 

table  preventing  drought  and  making 
available  food  supply 

(b)  Free  water  injurious  to  plants  is  removed 

by  drainage 

(2)  Higher  temperature  in  drained  soils.  W.  W.-189; 

E-21;  L.  F.-242 

(3)  Earlier  cultivation  possible.  L.  F.-240;  E-20 

(4)  Ventilates  soil  giving  roots  chance  to  develop  and 

air  for  soil  bacteria.  L.  F.-242;  W.  W.-189 

(5)  Lessens  crop  failure  due  to  excessive  rains  in 

spring. 

(6)  Reduces  erosion.  L.  F.-247 

(7)  Convenience.  W.  W.-190 

(8)  Reduces  moisture  of  soil  and  consequent  heaving 

of  plants  by  freezing.  L.  F.-245 

(9)  Improves  structure  of  soil.  L.  F.-240;  E-17 

(10)  Removes  injurious  salts  from  alkali  soils,  and 

poisonous  organic  compounds.  L.  F.-247 

(11)  Promotes  sanitary  conditions  of  community. 

E.-21 

(12)  Prevents  frosts.  E.-21 

f.  Surveying,  designing  and  building  drainage  systems 

(1)  Field  work  preliminary  to  designing  system.  A. 

55-61 

(a)  Land  areas:  rectangular  sub-division,  map¬ 

ping,  sketch  and  computation  of  areas 

(b)  Slopes  and  leveling:  elevation,  contour 

line,  profile,  grade  line — required  grad¬ 
ient,  and  grade  notes 

(c)  Instrument  work — leveling:  establish  out¬ 

let;  determine  most  difficult  point  to 
drain;  locate  depressions  or  valleys; 
stratification  of  soil  aids  drainage;  and 
record  all  surveys  on  map  and  level  notes. 
E.  23-43 

(2)  Types  of  drainage  systems.  A.  63-66 

(a)  Removal  of  surface  water.  L.  F.  248-50; 

E.  23-7;  W.  W.-190;  J.-7;  J.-14 

1.  Surface  runs:  dead  furrows,  sodded 

runs,  size 

2.  Diking  at  foot  of  highland  to  keep 

water  off  lowland 

(b)  Removal  of  soil  water.  W.  W.-191 

1.  Deep  open  ditch:  ordinary  ditch  and 
capstam  ditch.  J-19-21 

(3)  Tile  Drainage 

(a)  Outlet  of  tile  system — usually  ditch,  or 

stream 

(b)  Principles  in  locating  tile 

1.  Place  main  in  line  of  natural  drain¬ 
age 

Surface  flow  of  water  in  that  direction 
Stratification  aids  underdrainage 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


147 


2.  Run  in  straight  lines  as  far  as  possible 

3.  Sub-main  follow  natural  line  of  slope 

as  much  as  possible 

4.  In  general  the  laterals  should  be  run  in 

direction  of  greatest  fall 

May  be  necessary  to  lay  laterals  to 

intercept  seepage  water 

5.  Avoid  short  laterals  wherever  a  system 

with  long  laterals  can  be  used — less 
double  drainage 

6.  Locate  lines  so  that  all  of  area  can  be 

drained 

(c)  Systems  of  drains:  natural,  herringbone, 

gridiron,  grouping,  double  main,  Elking- 
ton.  A.  66-68 

(d)  Depth  of  drains  is  determined  by  nature  of 

soil  and  thoroughness  and  rapidity 
of  drainage  desired  E.  48;  A.  p.  68; 
B.  pp.  160-175 

1.  Clay  soil  in  general  shallowest.  2 y2' 

2.  Muck  and  peat  below  frost  line.  3' 

3.  Sand  medium  depth 

4.  If  necessary  to  cut  off  seepage  water, 

place  deeper 

(e)  Frequency  of  drains  is  determined  by  effi¬ 

ciency  and  economy  required.  A.  70 

1.  In  dense  clays  generally  place  four 

rods  apart.  In  other  soils  usually 
farther  apart 

2.  This  is,  however,  a  problem  necessary 

to  determine  from  nature  of  area  to 
be  drained 

(f)  Size  of  tile,  especially  main.  A.  53-57;  B. 

130-145;  J.  p.  11 

1.  Size  of  area  that  main  drains 

2.  Nature  of  that  area,  particularly  if  it 

has  springy  subsoil 

3.  Position  or  shape  of  area 

4.  Height  of  surorunding  upland 

5.  Degree  of  slope 

(g)  Staking  out  the  lines.  A.  70 

1.  Determine  stations 

2.  Designate  system  in  orderly  manner 

for  mapping 

3.  Establish  grade  stakes  and  lath  to 

guide  in  laying  tile 

(h)  Location  of  ditches.  A.  183-186 

1.  Establish  grade 

Uniform  as  possible 

May  be  as  low  as  6"-12"  per  mile 

2.  Depth  of  ditches 

Make  deep  enough  for  thorough 
drainage 

3.  Compute  size  and  capacity  of  ditches 

by  Elliott's  formula 

4.  Construction  of  ditch 


148 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


5.  Types  of  ditching  machines 
Floating  dipper  dredge 
Traction  dipper 
Other  types 

(i)  Practice  of  laying  tile 

1.  Grade  determnied  by  lath 

2.  Excavating  trenches  and  smoothing 

bottom 

3.  Laying  tile 

4.  Curves  and  junctions 

Smooth,  regular  and  gradual 
Make  angles  at  junctions  acute — 
never  right  angles 
Step  off 

5.  Protect  outlets 

Sewer  pipe  or  plank  box 
Screen 

6.  Auxiliary  surface  runs 

7.  May  be  necessary  to  use  silt  basins 

Marked  change  of  velocity  from 
rapid  to  slow 

For  purpose  of  emptying  large  num¬ 
ber  of  submains  into  one  point  on 
main 

8.  Covering  tile 

Blinding  by  hand 
Cover  with  team 

(j)  Computation  of  cost.  J.  10-11;  E.  121-131 

1.  Cost  of  labor 

2.  Cost  of  tile 

Kinds  of  tile, — clay,  concrete,  wood 

3.  Cost  per  acre 

(4)  Comparison  of  open  ditch,  tile  drainage,  efficiency, 
capacity,  convenience,  cost  and  main¬ 
tenance 

Vertical  drains.  Used  mostly  for 
potholes.  J.  21-22 

g.  Increased  production  from  drainage  to  pay  for  system. 

E.  132-8 

(1)  Time  to  be  considered 

h.  Large  systems.  J.  33-37;  E.  139-144 

(1)  Cooperative  enterprises 
2)  Legal  aspects.  J.  14-19 
(3)  Use  of  machine  ditchers.  J.  48-49 

i.  Special  drainage 

(1)  Highway 

(a)  Importance  to  good  roads 

(b)  Means  of  securing 

(2)  Farm  premises.  Barnyards  and  cellars 

References  used  in  Drainage  Outline 

A — Elliot — Engineering  for  Land  Drainage 
B — French — Farm  Drainage 

J- — Wisconsin  Bulletin  No.  229 — The  Right  Drain  in  the  Right  Place 
E — Elliott — Practical  Farm  Drainage 
WW — Whitson  and  Walster — Soil  and  Soil  Fertility 
LF — Lyon  and  Fippin — Soils 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


149 


3.  Special  Reports  by  Pupils 

a.  Drainage  systems  of  Holland 

b.  Ditching  for  the  Panama  Canal 

c.  Drainage  districts  of  Wisconsin  and  your  county 

d.  The  drainage  laws  of  Wisconsin 

r 

4.  Home  projects  for  soils 

a.  Leveling  and  planning  a  drainage  system  and  assistance 

in  installation 

b.  Fertilizer  tests  with  crops,  compare  manure  with  com¬ 

mercial  fertilizers,  etc. 

c.  Production  of  corn  crop  on  marsh  soil  where  it  has  been 

a  failure  due  to  lack  of  phosphorus  and  potassium  or 
other  causes  as  determined  through  study 

d.  Liming  and  inoculation  of  soil  for  an  acre  of  alfalfa 

e.  Pot  test  with  soils  to  determine  limiting  elements 

f.  Field  plot  tests  of  soil  to  determine  fertilizing  elements 

needed 

g.  Fight  for  a  season  to  rid  farm  of  noxious  weeds,  area  de¬ 

termined  by  weed  and  by  extent  of  distribution 

h.  Care  of  farm  manure  for  season  to  conserve  all  liquid 

manure  and  prevent  leaching 


FARM  MECHANICS 

A.  General  suggestions.  This  work  should  include  a  study  of 
buildings,  equipment,  machinery,  and  the  various  conveniences 
and  labor  saving  devices  which  contribute  not  only  to  the  financial 
success  of  farming  but  to  the  comfort,  health  and  enjoyment  of  the 
home.  It  is  highly  important  that  boys  in  this  course  should  gain 
an  intelligent  commond  of  such  problems,  as  the  construction,  use 
and  repair  of  the  most  modern  farm  machinery,  the  planning  and 
construction  of  the  best  buildings,  the  construction  and  repair  of 
good  roads,  the  installing  and  use  of  the  best  farm  conveniences 
and  the  providing  of  the  most  sanitary  conditions  about  the  home. 
This  study  is  valuable  not  only  because  of  its  practical  value  on 
the  farm,  but  also  because  it  furnishes  the  most  interesting  and 
valuable  applications  of  the  principles  of  physics,  which  often  have 
all  too  little  interest  to  farm  boys.  Two  phases  of  work  should 
be  emphasized  although  these  two  need  not  be  separated  in  any 
arbitrary  way.  There  should  be  regular  and  systematic  instruc¬ 
tion  covering  the  topics  outlined  below. 

About  the  only  suitable  text  for  this  work  is  Davidson’s  Agri¬ 
cultural  Engineering.  This  book  should  be  supplemented  by  the 
use  of  a  good  deal  of  reference  material.  See  list  of  literature 
under  “Farm  Mechanics.*’ 

Along  with  this  instruction  work  should  be  carried  a  large 
amount  of  practical  or  project  work  in  the  construction  of  farm 
buildings  and  concrete  work  and  in  the  installing  and  operation  of 
the  best  equipment.  Some  suggestions  for  this  work  have  already 
been  made  under  Manual  Training  for  the  fourth  year.  That  work 


SCHOOL  BARN  BUILT  BY  AGRICULTURE  CLASSES  AT  GREEN  BAY, 
WEST  SIDE  HIGH  SCHOOL. 


150  AGRICULTURE  IN  THE  HIGH  SCHOOL 


CEMENT  BLOCK  SHOP  BUILT  BY  AGRICULTURE  CLASS  AT  MON- 
DOVI  HIGH  SCHOOL. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


151 


should  be  made  a  part  of  this  plan  and  considered  as  the  laboratory 
side  of  the  work.  Even  in  schools  giving  the  special  manual  train¬ 
ing  course,  the  manual  training  side  should  be  very  closely  cor¬ 
related  with  this  work  in  Farm  Mechanics. 

B.  Outline  of  Farm  Mechanics 

Agricultural  surveying:  measurement  and  sub-divisions  of  land,  U.  S. 

public  land  survey,  instruments,  map  making,  etc. 

Laying  out  the  homestead:  space  for  lawn  and  landscape  planting, 
drives,  location  of  buildings,  garden,  home  orchard,  etc. 
Arrangement,  design  and  construction  of  homes  and  farm  buildings 
Study  of  plans  and  blue  prints,  types  of  construction,  materials, 
cost,  emphasize  dairy  barns,  barn  equipment 
Labor  saving  devices  of  the  home 

Conveniences  and  sanitation:  heating,  lighting,  ventilation,  water  sup¬ 
ply,  sewage  disposal.  Send  to  State  Board  of  Health  for  literature 
Construction,  operation  and  efficiency  of  steam  and  gas  engines,  tract¬ 
ors,  etc. 

Construction  and  operation  of  automobiles 

Concrete  Construction:  silos,  water  tanks,  side  walks,  troughs,  fence 
posts 

Farm  Machinery.  See  special  outlines 
Ventilation  of  farm  buildings:  King  system 

Roads:  Importance,  construction,  machinery,  the  road  drag,  bridges 
and  laws,  state  control 
Rope  and  belt  work 

Practical  bench  and  forge  work  related  to  farm  building  and  concrete 
construction 

C.  Special  Suggestions  on  Treatment  of  Topics 

1.  Construction  work.  For  list  of  tools  and  other  materials 
needed  see  lists  under  equipment.  For  further  suggestions  see 
outline  and  suggestions  under  fourth  year  manual  training.  If 
previous  work  outlined  under  manual  training  has  not  been  done, 
some  work  should  be  carried  on  here  in  mechanical  drawing,  mak¬ 
ing  and  reading  of  working  drawings,'  and  in  working  out  some 
woodworking  projects  such  as  step  ladders,  gates,  wagon  boxes, 
trap  nests,  etc.  See  outlines,  suggestions  and  references  under 
manual  training.  See  especially  Brace  and  Mayne — Farm  Shop 
Work  and  Roehl — Agricultural  Woodworking.  See  literature  lists. 

2.  Special  helps.  The  best  place  to  study  farm  machinery 
will  be  with  the  local  dealer  in  farm  implements.  Make  arrange¬ 
ments  for  pupils  to  help  in  setting  up  different  types  of  machinery. 
This  has  been  done  by  many  schools  with  excellent  results.  Study 
differences  of  construction  and  consider  common  troubles.  For  in¬ 
stance  have  pupils  regulate  corn  planters  for  checking,  drilling,  dif¬ 
ferences  in  distance  between  rows,  etc.  Test  out  seeders  and  drills. 
Note  and  compare  improvements  on  different  makes  of  machines. 
Have  a  definite  outline  to  follow  and  avoid  waste  of  time. 

Arrange  to  get  a  gas  engine  for  study  at  school.  In  a  number 


152 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


of  schools  old  engines  which  have  been  abandoned  have  been  se¬ 
cured  and  pupils  have%  taken  the  project  of  repairing  and  getting 
such  a  machine  to  running.  Make  comparative  studies  of  differ¬ 
ent  types  found  in  the  community  following  some  definite  outline 
in  the  study  of  each  engine.  In  many  schools  the  gas  engine  used  in 
the  basement  for  pumping  water  or  running  a  motor  may  be  used 
for  special  study. 

In  the  study  of  plow’s  plan  a  plowing  demonstration  and  ar¬ 
range  a  plowing  contest  for  some  Saturday.  Such  contests  arouse 
unusual  interest.  If  there  are  tractors  in  the  community  these 
should  receive  special  study  and  a  contest  in  plowing  by  tractors 
might  be  arranged.  The  operation  of  all  types  of  machinery  should 
be  emphasized.  A  mere  bookish  description  of  machines  and  dry 
descriptions  of  what  they  are  used  for  has  little  value. 

Visit  well-equipped  farms  in  the  community  for  the  study  of 
machinery  and  buildings.  Don’t  miss  the  demonstration  farms 
about  the  state. 

Collect  catalogs  and  other  literature  relating  to  machinery,  build¬ 
ings  and  building  equipment.  See  list  of  “Miscellaneous  Helps” 
under  “Equipment,”  such  as  James  barn  equipment,',  J.  I.  Case 
threshers  and  tractors,  Deere  &  Co.,  plows  and  tractors,  and  the 
I.  H.  C.  general  farm  machinery.  Collect,  study  and  compare  ad¬ 
vertisements  of  automobiles.  See  that  the  best  along  every  line  of 
equipment  is  brought  before  the  pupils  in  a  visual  way  as  far  as 
possible.  Use  the  bulletin  board  for  the  display  of  pictures  or  il¬ 
lustrative  material  of  special  interest. 

Write  for  material  from  the  State  Board  of  Health,  Madison,  on 
sanitary  conditions  of  the  home. 

D.  Special  Exercises.  The  following  exercises  are  typical  of  the 
kinds  that  may  be  worked  out: 

1.  Construction  of  Engines 

a.  Names  of  engines,  manufacturers  and  where  manu¬ 

factured 

b.  Types  of  engines 

c.  Rated  H.  P.  and  R.  P.  M. 

d.  System  of  ignition  used 

e.  Kind  and  location  of  carburetor 

f.  System  of  cooling  used 

g.  Take  engine  apart,  noting  the  number  and  relative  posi¬ 

tion  of  piston  rings  and  provision  to  keep  the  joints 
from  getting  all  in  the  same  straight  line 

The  engine  must  be  completely  set  up  and  by  aid  of  the  instruc¬ 
tor  timed  and  wired.  Study  several  makes.  Tear  down  and  set 
up. 

2.  Battery  study.  Make  a  thorough  study  of  the  construc¬ 
tion  of  a  dry  cell  that  is  worn  out.  Diagram  horizontal  and  verti¬ 
cal  sections  of  the  same. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


153 


Select  a  partially  worn  out  cell  and  a  new  cell  and  carefully 
measure  the  amperage  and  voltage  of  each  by  means  of  the  volt¬ 
meter  and  ammeter.  Punch  holes  in  the  weak  cell  and  place  it  in 
a  vessel  of  water  for  24  hours  and  test  again.  Take  all  readings 
quickly  and  keep  records  of  each. 

Arrange  cells  in  series  and  test.  Arrange  same  number  of  cells 
in  multiple  and  test.  How  does  voltage,  amperage  and  resistance 
compare  in  each  case  and  also  with  that  of  the  cells  separately? 

Study  the  construction  of  a  primary  induction  coil  and  explain 
its  action. 

3.  Jump  Spark  Ignition 

a.  Introduce  the  coil  in  a  circuit  of  six  cells  in  series  and 

test  for  voltage  and  amperage  and  notice  length  of 
spark  jump 

b.  Place  the  cells  in  multiples  and  repeat 

c.  Place  the  six  cells  in  multiple  series  and  repeat 

d.  Put  spark  plug  in  circuit  and  repeat  a,  b  and  c 

e.  Try  the  effect  of  moisture  oil  and  dirt  on  the  points  of 

the  spark  plug 

f.  Draw  diagrams  of  a,  b.  c  and  d 

4.  Wiring 

a.  Wire  up  a  number  of  single  cylinder  engines  with  make 

and  break  ignition 

b.  Repeat  a  for  jump  spark.  Diagram  the  methods  of 

wiring 

5.  Gas  Engine  Troubles 

The  engines  will  be  put  in  some  usual  trouble  by  the  instructor 
and  the  students  will  be  required  to  put  them  in  running  order  and 
write  a  report  of  the  trouble  and  their  means  of  remedying  it. 

C.  Construction  of  Plows  (Gang  and  Sulky) 

a.  Name  of  plow  and  place  of  manufacture 

b.  Size  of  bottom 

c.  Beam  or  frame  hitch 

d.  High  or  low  lift 

e.  Hand  or  foot  lift 

f.  Method  of  guiding 

g.  Style  of  landside,  (high,  low,  long,  short  or  medium) 

h.  Is  landside  necessary 

i.  Is  beam  in  line  with  plow  bottom?  If  not,  why  not 

j.  How  are  front  and  rear  furrow  wheels  attached  and  for 

what  purpose 

k.  What  is  purpose  of  coulter,  and  weed  hook 

l.  Remove  bottom 

m.  With  aid  of  instructor  determine  amount  of  land  and 
wing  suction 

n.  Number  of  pieces  in  plow  bottom 

o.  How  reinforced 

7.  Harrows 

a.  Smothing  Harrows 

(1)  Name  of  harrow  and  where  manufactured 
(20  No.  and  width  of  sections 


154 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(3)  Shape,  length  and  number  of  teeth.  Distance 

apart.  How  fastened 

(4)  Kind  of  frame 

(5)  Are  sections 

(6)  Can  teeth  be  thrown  at  various  angles 

b.  Disc  Harrow 

(1)  Name  and  place  of  manufacture 

(2)  Style:  full  disc,  cut  away,  spade  or  spike 

(3)  No.  of  discs  to  a  section.  Space  between  and  how 

cleaned 

(4)  Diameter  of  disc.  Is  large  or  small  disc  prefer¬ 

able 

(5)  Are  there  wheels  for  transporting  disc 

(6)  Where  would  you  use  the  four  styles  of  discs 

8.  Cultivators 

a.  Name  of  cultivator  and  place  of  manufacture 

b.  Tongue  or  tongueless,  riding  and  walking  or  both 

c.  Single  or  double  row 

d.  Disc  or  shovel  and  number  of  same 

e.  Is  there  a  leveler  behind  shovels?  Why  is  one  desirable 

f.  Hand  or  team  lift 

g.  Wheels:  kind,  height,  width 

h.  What  effect  will  the  variation  of  the  height  of  hitch 

have  on  penetration  of  the  cultivator?  Is  it  desirable 
to  cultivate  deep 

9.  Fanning  Mill 

a.  Name  and  place  of  manufacture 

b.  Does  mill  clean,  grade  and  separate  grain?  If  so,  how 

many  grades 

c.  Is  separation  according  to  size  or  weight  of  kernel 

d.  Which  way  do  sieves  move 

e.  What  was  the  R.  P.  M.  of  the  handle 

f.  Compute  the  R.  P.  M.  of  the  fan 

g.  Place  a  bushel  of  uncleaned  oats  in  the  hopper  and 

clean  by  use  of  the  oat  sieve.  Find  %  of  seed  grain; 
%  of  small  and  light  grain,  and  %  of  weed  seed  and 
dirt.  Report  for  barley  and  wheat 

h.  Problem.  If  a  seeding  of  3  bushels  of  good  seed  oats 
will  give  a  yield  of  40  bushels  per  acre,  granting  that  the  small  and 
light  grain  and  seed  and  dirt  will  not  yield,  what  would  be  the  loss  in 
bushels  on  a  40  acre  field  of  oats  if  you  sowed  oats  similar  to  those  you 
cleaned? 

10.  Grain  Drills 

a.  Name  and  place  of  manufacture 

b.  Width 

c.  Number  of  horses 

d.  Furrow  openers, — kind,  number.  Give  advantages  and 

disadvantages  of  each 

e.  How  is  grain  conveyed  from  seed  box  to  ground 

f.  If  discs  are  used  to  open  soil,  are  they  in  line  or  not? 

Why 

g.  How  do  you  regulate  amount  of  seed  sown 

h.  How  are  discs  or  shoes  held  in  ground 

i.  Has  drill  a  seed  attachment 

j.  Where  and  when  would  you  use  a  seeder  in  preference 
to  a  drill 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


155 


11.  Corn  Planters 

a.  Name  of  planter  and  where  manufactured 

b.  Kind,  size  and  width  of  wheel 

c.  May  distance  between  wheels  be  changed?  What  is 

present  width 

d.  Kind  of  furrow  opener 

e.  How  is  depth  of  shoe  regulated 

f.  Vertical  or  horizontal  fork  and  how  is  wire  held  within 

g.  How  is  planter  changed  for  drilling 

h.  How  is  the  number  of  kernels  per  hill  regulated 

i.  Block  up  the  machine  and  fill  boxes  with  corn,  put 

machine  in  gear  and  turn  wheels  until  you  have  100 
drops.  Keep  record  number  of  kernels  each  time  and 
take  the  average.  Repeat  for  several  different  sets  of 
plates.  Remove  the  tips  and  butts  of  ears  and  use  the 
uniform  corn  for  one  series  of  tests  and  for  the  sec¬ 
ond  series  use  corn  taken  from  all  parts  of  the  cob 
and  compare  the  accuracy  of  drop. 

12.  Manure  Spreaders 

a.  Name  and  where  manufactured 

b.  Type  of  apron.  (Advantage  and  disadvantage  of  each) 

c.  Can  apron  be  tightened?  How  tight  should  it  be  run 

d.  Does  apron  start  at  same  time  as  beater?  Why 

e.  How  is  beater  driven 

f.  If  machine  has  a  rake,  what  is  its  use 

g.  Find  capacity  of  box  in  cubic  feet  and  bushels 

h.  Which  is  preferable,  steel  or  wood  wheels?  High  or  low 

wheels 

i.  How  is  the  number  of  loads  per  acre  regulated 

j.  Should  a  machine  be  thrown  in  gear  while  the  team  is 

moving 

k.  How  should  the  spreader  be  loaded?  Rear  or  front  first 

13.  Binders  (Grain) 

a.  Name  and  place  of  manufacture 

b.  Width  of  cut 

c.  Open  or  closed  elevator 

d.  Is  there  a  provision  for  slackening  the  elevator 

e.  Why  is  a  serrated  section  used  on  a  binder  and  not  for 

the  mower 

f.  Number  of  reel  slots  and  arms 

g.  How  would  you  place  the  reel  to  catch  grain  that  was 

leaning  away  from  the  platform?  Toward  the  plat¬ 
form?  Straight 

h.  What  is  the  purpose  of  the  retarder  on  the  platform 

i.  Kind  of  butt  adjuster.  Can  it  be  adjusted  from  the 

driver’s  seat 

j.  Can  the  binder  part  be  shifted?  Which  way  would  you 

throw  it  for  tall  grain?  Short  grain 

k.  Loosen  and  tighten  the  knotter  belt  noting  the  effect  in 

each  case  on  the  knot 

l.  Do  the  same  with  the  twine  disc  and  note  effect 

m.  Does  knife  move  toward  twine  or  remain  stationary 

n.  If  binder  were  missing  continuously  where  would  you 

look  for  the  trouble  and  what  would  you  do 

o.  Practice  threading  the  binder  from  box  to  needle 

p.  Would  you  oil  the  chains  a  little  or  at  all 

q.  Which  way  should  a  chain  be  run 


156 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


r.  What  are  some  of  the  brands  of  twine  and  the  prices  of 

each 

s.  Can  size  and  tighteners  of  the  bundles  be  varied?  How? 

In  what  case  would  you  make  small  bundles?  Large? 

Which  is  more  economical  on  twine  used 

t.  Where  would  you  place  the  tilting  lever  on  the  quad¬ 

rant  when  on  the  level?  Going  up  hill?  Down  hill 

14.  Road  Work 

The  road  work  will  cover  a  period  of  about  one  week  and  will  con¬ 
sist  of  assigned  reading  and  actual  observation  of  road  work  and 
machinery.  It  is  intended  that  this  work  be  given  about  the  latter 
part  of  May  when  road  work  is  in  progress. 

a.  Benefit  derived  from  good  roads 

b.  Sources  of  revenue  for  road  improvement 

c.  Some  practical  systems  of  road  management 


FARM  MANAGEMENT 

The  study  of  farm  management  is  perhaps  the  most  difficult  of 
the  agricultural  subjects.  In  this  work  comes  a  casting-up  of 
accounts  on  the  various  activities  of  the  farm  The  work  should 
treat  of  local  conditions  and  not  a  study  of  tables  compiled  in  other 
states.  A  single  entry  system  of  bookkeeping  or  some  other  simple 
plan  of  accounts  should  be  taught.  An  analysis  of  the  good  and 
bad  in  farms  of  the  community  will  make  the  work  practical  and 
valuable. 

Practically  all  of  the  agricultural  work  has  dealt  with  the  labor 
of  the  farmer.  In  farm  management  an  opportunity  is  given  for 
a  study  of  the  problems  of  the  home,  its  conveniences,  labor  saving 
devices,  social  life  and  pleasures.  This  phase  of  farm  management 
and  a  study  of  advancement  along  these  lines  are  vital  for  the 
future  of  the  rural  community.  / 

A.  General  Outline  of  Farm  Management — Second  Semester — 
Fourth  Year. 

Development  of  American  agriculture 

Business  forms,  notes,  receipts,  bills,  contracts,  etc. 

Practical  farm  bookkeeping,  farm  records,  farm  inventory 

Types  of  farming  and  results,  special  advantages  of  stock 
farming 

Cost  production  of  crops,  animals,  etc. 

Pure  bred  vs.  grade  or  scrub  live  stock  and  seed 

Mapping  the  farm:  The  farmstead,  apportionment  of  crops, 
pasture,  woodlot,  etc. 

Systems  of  crop  rotation,  remapping  the  farm 

Farm  and  home  conveniences 

Farmers’  organizations:  granges,  live  stock,  breeders  and  pure 
seed  associations 

Agricultural  extension  services,  county  representatives 

Factors  affecting  farm  profits 

Management  of  soil,  live  stock,  machinery  and  labor 
Choosing  a  farm 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


157 


Study  of  farm  home,  social  life,  rural  school  trade  centers, 
etc. 

Special  rural  problems:  Cooperative  buying  and  marketing, 
rural  credits,  etc. 

Surveys  of  local  farms  or  projects 

B.  Treatment  of  Topics 

In  the  study  of  the  various  topics  of  the  following  outline  it 
is  probably  best  to  use  several  farms  of  the  community  as  models 
for  study  in  the  light  of  the  reference  readings.  For  instance,  in 
the  mapping  of  a  farm  all  might  work  with  one  farm  and  make  a 
study  of  the  same.  When  this  is  completed  each  may  make  the 
same  type  study  of  the  home  farm  or  an  assigned  farm  and  report 
as  a  special  topic.  Each  may  make  inventories,  study  of  rotations 
and  finally  the  remapping.  This  will  give  an  opportunity  to  study 
the  home  farm  and  make  plans  for  the  improvement  in  operation. 

1.  Laboratory  and  Field  Exercises 

a.  The  Farmstead — Mapning  and  renlanning  of  home  farm¬ 

stead.  Maps  to  be  blue  printed 

b.  Replanning  of  buildings,  on  home  farm,  making  of  blue 

Drints  of  plans  of  new  buildings  and  improvements 

c.  Mapping  of  farm 

Making  of  blue  print  map  of  home  farm 

d.  Types  of  Farming — Visits  to  different  farms 

e.  Rotations — Planning  of  rotations  to  fit  farm  plans 

f.  Remapping  of  own  farm  and  transition  plans 

g.  Management  of  Live  Stock 

Keeping  of  milk  and  feed  records  and  the  testing  of  milk 

h.  Farm  bookkeeping  and  farm  inventory  work 

i.  Feed  and  milk  records 

j.  Farm  records  for  the  year  and  second  inventory 

2.  Organization  of  Subject  Matter 

a.  Farm  Planning 

(1)  The  Farmstead.  Illinois  Cir.  17— “Illinois  Way 
of  Beautifying  Farm” ;  Boss,  F.  M.  p.  71 :  War¬ 
ren,  F.  M.,  p.  394-401:  Boss,  F.  M.  p.  67-70; 
Warren  F.  M.,  p.  389:  Minn.  Bui.  125:  Warren, 
p.  388:  Boss,  p.  64-78;  Minn.  Bui.  125;  Farm¬ 
ers’  Bulletin.  No.  185.  Beautifying  the 
Home  Grounds. 

(a)  The  grounds:  attention  given  to  laying  out 

of  lawns,  the  banking  of  shrubbery,  the  loca¬ 
tion  of  trees,  the  matter  of  roadways,  walks, 
etc. 

Gardens  and  flowers 

(b)  The  buildings  as  to:  location  with  respect 

to  roadways,  location  with  respect  to  each 
other,  location  with  respect  to  sanitation, 
location  with  respect  to  artistic  appearance, 
size  of  buildings  for  different  enterprises, 
and  internal  arrangement  to  promote  sav¬ 
ing  of  labor  and  space 

(c)  Location  of  the  farmstead:  shall  be  such  as 

to  promote  economy  in  getting  to  and  from 
fields,  shall  be  such  as  to  minimize  as  much 
as  possible  social  isolation 


158 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(d)  The  size  of  the  farmstead:  shall  be  in  pro¬ 
portion  to  size  of  farm,  is  often  determined 
by  the  farm  business 

(2)  The  Mapping  of  the  Farm.  Boss,  p.  79-90;  Watten  p. 

365-402;  Minn.  Bui.  125,  p.  50-96 
The  methods  of  making  maps,  pacing  off  the  dimensions 
of  fields,  designating  contour  of  fields,  crops  on  them, 
location  of  buildings,  lanes,  trees,  low  places,  road¬ 
ways,  etc.  The  gathering  of  necessary  data,  number 
of  animals  kept,  future  plans  of  the  owner,  kind  of 
soil,  number  of  soils,  drainage  conditions,  acreages, 
etc. 

(3)  Types  of  Farming.  Boss,  p.  43-51;  Warren,  p.  43-182; 

Minn.  Bui.  125,  p.  18;  Bailey’s  Cyclopedia  of  Agri¬ 
culture.  See  index 

Study  of  types  of  farms  classified  according  to  the  en¬ 
terprises  carried  on:  vegetable,  fruit,  crop,  mixed 
stock  and  crop,  live  stock  and  dairy 
Study  to  be  according  to  requirements,  advantages,  dis¬ 
advantages,  incomes,  relation  to  soil  fertility,  relation 
to  labor  question  and  capital  needed. 

4)  Systems  of  Crop  Rotation.  Minn.  Bui.  125;  Bailev’s  Cyc. 

of  Ag. ;  Wilson  &  Warburton,  p.  503-521;  Boss.  p. 
92-101;  Bailey’s  Cyc.  of  Ag.,  Vol.  2,  p.  92-109 

(a)  Advantages  of  rotation. 

Increase  of  soil  fertility 
Reduction  of  expense  of  labor 

Better  distribution  of  labor  throughout  the  year 
An  increase  in  quantity  and  quality  of  products 
Better  control  of  crop  diseases  and  pests 

(b)  Disadvantages  of  no  rotation 

Prevents  any  business  organization  of  farm  enter¬ 
prises 

Makes  the  farm  operations  too  variable  from  year 
to  year 

(c)  The  rotation  plans 

Treatment  of  rotations  best  adapted  to  the  types  of 
farming  taken  up  in  (3) 

Rotations  adapted  to  varying  kinds  of  soil 

(d)  The  relation  of  crop  rotations  to  farm  organization 

and  planning 

(5)  The  Remapping  of  the  Farm.  Bailey’s  Cyc.  of  Ag., 
Vol.  II,  p.  90-109;  Warren,  Farm  Man.  p.  365-416; 
Boss,  Farm  Man.,  p.  79—102;  p.  152-167;  U.  S.  Bui. 
236;  B.  P.  I.  Minn.  Bui.  125 
(a)  Points  to  be  considered 

1.  The  adaptation  of  the  plan  to  the  kind  of  farm¬ 

ing  that  is  to  be  pursued 

2.  The  best  utilization  of  the  different  soils  and 

the  exposures  and  natural  features  of  the  place 

3.  The  economizing  of  the  time  and  labor  spent 

in  reaching  all  parts  of  the  place 

4.  The  best  location  of  buildings  with  reference 

to  efficiency  of  administration 

5.  Such  layout  as  will  best  provide  for  rotation  of 

crops  and  the  maintenance  of  soil  fertility 

6.  A  proper  proportion  between  the  different  parts, 

as  between  tilled  and  untilled  land,  forest 
and  open,  meadow  and  pasture,  forage  crops 
and  grazing,  and  orchards  and  annual  crops 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


159 


7.  Provision  for  the  necessary  live  stock 

8.  Such  shape  and  size  of  fields  as  will  best  lend 

themselves  to  economical  working 

9.  Provision  for  the  more  personal  parts  of  the 

place  as  gardens,  yards  and  ornamental  feat¬ 
ures 

10.  The  development  of  the  artistic  or  attractive 
appearance  of  the  entire  farm 

(b)  Problems  of  transition  period 

1.  Adjustments  to  secure  proper  rotation 

2.  Economy  in  fencing  to  be  considered 

3.  Adjustment  of  plan  so  as  to  make  use  of  pres¬ 

ent  seeding 

The  aim  in  remapping  !a  farm  is  not  to  make  a  plan  that  neces¬ 
sarily  can  be  carried  out  in  a  few  years  but  to  provide  a  plan  to¬ 
ward  which  all  changes  and  improvements  made  on  the  farm  can 
be  directed  so  that  in  the  end  every  farm  will  some  day  have  a  lay¬ 
out  that  is  ideal. 

b.  Farm  Operations 

(1)  Management  of  Soil.  Bailey’s  Cyc.  of  Ag.;  any  good  test 

on  soils;  U.  S.  Buh  192;  Hart’s  Ag.  Chem.,  p.  221; 
Boss,  p.  123-139;  Bailey’s  Cyc.  of  Ag.;  Warren,  p. 
183-202;  p.  402-415;  Boss,  p.  92-101;  Wilson  & 
Warburton,  p.  503-521;  Minn.  Bui.  125;  Cir.  10, 
Iowa;  Liming,  Wis.  Bui.  230;  Wis.  Bui.  202; 
(Drainage) — Wis.  Buis.  138,  199,  229;  Wis.  Bui. 
205;  Boss,  p.  102-112;  Wis.  Bui.  204 

(a)  Effects  of  various  methods  of  tillage 

(b)  Relation  of  live  stock  to  soil  fertility 

(c)  Effect  of  crop  rotation 

.  (d)  Value  of  green  manuring 

(e)  Liming — costs,  value,  etc. 

(f)  Management  of  clay  soils:  special  cultivation, 

drainage,  crops,  adapted,  and  maintenance  of 
fertility 

(g)  Management  of  marsh  soils:  Same  as  under  f 

(h)  Management  of  sandy  soils:  Same  as  under  f 

(2)  Management  of  Live  Stock.  Wis.  Bui.  235;  Warren,  p. 

212-217;  Wis.  Ext.  Cir.,  Literature  of  Live  Stock 
Breeders’  Assn.;  Hart’s  Agr.  Chem.,  p.  119-154; 
Wis.  Bui.  221;  Eckles  Dairy  Cattle  p.  132-154; 
Boss,  p.  195-196;  Warren,  p.  217-220;  Community 
facts;  Facts  from  general  knowledge;  Article  in 
Country  Gentleman,  Jan.  16,  1915;  Articles  in 
Breeders’  Gazette  from  time  to  time,  studies  in 
the  neighborhood;  Boss,  p.  123-140 

(a)  Value  of  soiling  crops 

(b)  Value  of  silage 

(c)  Economy  of  proper  rotations 

(d)  Value  of  pure  bred  sires 

(e)  Economy  in  handling  of  manure 

(f)  Importance  of  keeping  milk  records  and  of  testing 

(g)  Value  of  county  breeders’  associations 

(h)  Value  of  cow  testing  associations 

(i)  Profits  of  fall  feeding 

(j)  Economic  study  of  stockers  and  feeders 


160 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


(3)  Machinery.  Boss,  p.  112-122;  Minn.  Bui.  117;  Warren, 

Chap.  12 

(a)  Captital  to  be  invested  in.  See  Capital 

(b)  Depreciation  due  to  use  and  misuse 

(c)  Housing  and  protection 

(d)  Economy  of  good  care 

(4)  Management  of  Labor.  Boss,  pp.  140-152;  Warren,  p. 

331-354;  Cornell  Bui.  295 

(a)  Kinds  of  farm  labor — ordinary  and  man¬ 

agerial 

(b)  Contracts  and  terms  of  hire 

(c)  Means  of  increasing  the  efficiency  of  farm 

labor:  Bonuses,  presents,  shares 

(d)  Value  of  furnishing  steady  employment 

(e)  Number  of  hours  per  day 

(f)  Rainy  day  schedules 

c.  Business  Side  of  Farming.  Boss,  p.  20-34 

(1)  Factors  of  Production.  Chap.  2,  Taylor’s  A g.  Economics; 

Unpublished  Bulletin  by  Otis;  Boss,  p.  18;  War¬ 
ren,  p.  290  and  295;  Report  of  Director,  Wis.  Sta¬ 
tion,  1913,  p.  12-15 

(a)  Land — Relative  prices  of  throughout  U.  S. 

(b)  Labor 

(c)  Capital.  Relative  proportions  in  fixed  and  opera¬ 

tive 

Relation  of  capital  to  profits 
Relation  of  capital  to  type  of  farming 

(2)  Farm  Bookkeeping — Eight  Weeks.  Warren,  p.  428-429; 

Boss,  p.  177-198;  U.  S.  Bui.  511;  Farm  record 
book  of  Nat.  Phosphate  Co.;  Cole’s  Accts;  Vye’s 
Accts;  Cornell  Bui.  295;  Otis’  Farm  Management 
blanks;  Otis’  New  Bookkeeping  Book  (This  book 
is  a  simple  book  of  single  entry  and  seems  to  be 
about  the  most  sensible  at  the  present  time  for 
the  average  farmer). 

(a)  Studies  in  inventories,  cash  and  bank,  live  stock, 

crop,  personal,  accounts,  summaries  of  business 
Records, — feed,  milk  and  labor,  feeding  records 
Farm  surveys  and  analyses — to  find  where  profits 
and  losses  are 

(b)  Need  of  office  equipment 

Parts  of;  letter  and  receipt  files,  bulletin  cases 
Value  of  letter  heads,  methods  of  indexing 

(c)  Value  of  advertising  and  of  farm  names 

Value  of  reading  farm  papers  and  bulletins 

(3)  Factors  Affecting  Farm  Profits — from  study  of  successful 

farms.  Studies  of  summary  sheets  for  the  differ¬ 
ent  counties  entered,  in  annual  State  Farm  Con¬ 
test — available  at  College  of  Agriculture;  Boss,  p. 
199-214;  Warren,  p.  535-565 

(a)  Man  hours  per  man  per  year 

(b)  Horse  hours  per  horse  per  year 

(c)  Receipts  per  cow  per  year 

(d)  Receipts  per  horse  per  year 

(e)  Receipts  per  ewe  per  year 

(f)  Receipts  per  sow  per  year 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


161 


(4)  Marketing  and  Cooperation.  Boss,  p.  204-211;  Warren,  p. 
416-428 

(a)  Time  to  sell  products — seasonal  periods  of  high 

prices 

(b)  How  to  market 

(c)  Value  of  grading  and  packing 

d.  Cost  Accounting.  U.  S.  Bui.  572;  U.  S.  Bureau  of  Statistics, 

Bui.  73;  Minn.  Bui.  124;  Boss,  p.  167-176;  Warren, 
p.  440-493 

(1)  Costs  of  producing  grains 

(2)  Costs  of  dairy  products 

(3)  Costs  of  man  labor  and  horse  labor 

(4)  Costs  of  shelter 

(5)  Costs  of  upkeep  of  buildings,  machinery  and  fences 

e.  Choosing  a  Farm.  Boss,  p.  53-63;  Warren,  p.  517-534;  Bailey, 

Vol.  1,  p.  133-139 

(1)  Healthfulness,  neighbors 

(2)  Nearness  to  market 

(3)  Schools  and  churches 

(4)  Suitability  to  buyer 

(5)  Producing  capacity,  soil,  climate 

Study  of  Farm  Score  Card — See  Boss,  62 

f.  Study  of  Farm  Home 

Home  conveniences;  water  supply,  heating,  lighting,  sewage 
systems 

Labor  saving  devices 

g.  Development  of  American  Agriculture.  Boss,  p.  7-14;  Carver 

Rural  Economics;  Taylor,  Chap.  11;  Boss,  p.  35-42 

(1)  History  of  settlements 

(2)  History  of  development  of  ranges — Homesteading 

(3)  History  of  development  of  machinery 

(4)  History  of  live  stock  improvement 

(5)  Changes  from  grain  farming  to  dairying  in  Wisconsin 

(6)  Changes  in  methods  of  acquiring  land — Land  values, 

rentals,  cash  and  share  rents,  mortgage  and  the  use  of  it 
3.  Special  Reports  by  Pupils 

a.  Wisconsin  Farm  Management  Contests. 

b.  Reports  on  successes  of  special  people  in  special  lines  of  farming. 

c.  The  history  of  the  development  of  farm  machinery 


MANUAL  TRAINING 

This  work  is  well  adapted  to  arouse  unusual  interest  in  pupils 
at  the  very  beginning  of  the  high  school  course.  Furthermore, 
some  work  in  this  line  is  of  the  greatest  value  in  connection  with 
the  agricultural  course.  The  work  should  in  general  consist  of  a 
series  of  practical  construction  projects,  which  should  be  related 
as  closely  as  possible  to  the  projects  in  agriculture  and  to  the 
home  needs  of  the  pupils.  Some  instruction  should  be  given  in  the 
use  and  care  of  tools  and  in  the  proper  methods  of  setting  screws, 
driving  nails,  planing  surfaces  and  edges,  constructing  joints  and 


11 


162 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


doing  other  typical  forms  of  work.  However,  in  schools  not  hav¬ 
ing  regular  manual  training  departments,  there  need  not  he  much 
formal  class  work.  Pupils  need  not  necessarily  work  altogether 
in  set  periods,  but  may  put  in  considerable  work  at  odd  times. 
The  teacher  should  meet  the  whole  class  occasionally  to  talk  over 
work  done  and  plan  new  work. 

A  minimum  of  three  hours  should  be  devoted  to  the  work  each 
week.  If  pupils  are  properly  directed  they  will  probably  be  eager 
to  spend  a  much  larger  amount  of  time  on  their  projects.  As  pre¬ 
viously  stated,  schools  offering  the  regular  manual  training  course 
should  not  expect  agriculture  students  to  take  this  course,  but 
should  arrange  a  briefer  course  especially  adapted  to  farm  needs 
for  these  students.  The  idea  here  should  be  to  develop  some  skill 
as  a  rough  carpenter  or  blacksmith  rather  than  to  train  a  skilled 
artisan  or  cabinet  maker.  Pupils  should  be  encouraged  to  bring 
articles  from  home  that  need  repair  and  this  repairing  should  be 
counted  as  a  part  of  the  school  work.  Wherever  possible  pupils 
should  further  be  encouraged  to  set  up  a  shop  at  home  for  bench 
and  forge  work.  The  whole  idea  should  be  not  to  give  a  highly 
developed  manual  training  course,  but  to  give  the  largest  oppor¬ 
tunity  possible  for  rural  pupils  to  work  out  the  practical  problems 
of  their  home  life  along  this  line  under  the  conditions  of  the  smal¬ 
ler  high  school  of  the  rural  type.  With  the  teaching  force  avail¬ 
able  in  most  of  these  schools  the  highly  systematized  course  is 
not  possible,  whereas  a  large  amount  of  valuable  work  can  be  done 
if  opportunity  is  offered,  with  such  instruction  as  the  agriculture 
teacher  can  give  and  with  a  very  small  equipment. 

Further  helpful  suggestions  will  be  found  in  the  following  bul¬ 
letins  of  this  department:  High  School  Manual,  Common  School 
Manual,  16th  edition,  and  the  Special  Manual  Training  bulletin 
for  high  schools.  Two  valuable  books  for  the  kind  of  work  out¬ 
lined  here  are:  Brace  and  Mayne — Farm  Shop  Work — American 
Book  Co.;  Roehl — Agricultural  Woodworking — Bruce  Publishing 
Co.,  Milwaukee.  The  former  treats  of  woodworking,  blacksmith- 
ing,  cement  and  concrete  work,  and  leather  work,  while  the  lat¬ 
ter  is  devoted  entirely  to  woodworking.  Both  books  give  many 
valuable  sketches  and  designs. 

It  is  advised  that  good  work  benches  be  purchased,  but  satis¬ 
factory  ones  may  be  made  by  the  class.  One  of  the  first  exercises 
may  be  the  construction  of  benches,  or  if  benches  are  purchased, 
the  setting  up  of  benches  and  construction  of  tool  racks,  cup¬ 
boards,  etc.  This  should  be  a  class  project  planned  and  directed 
by  the  instructor  but  done  very  largely  by  the  pupils.  In  one 
place  in  the  state  a  shop  building,  16'x24'x8',  made  of  cement 
blocks,  was  made  by  the  pupils  and  fitted  up  with  benches,  forge, 
tools,  cases,  etc.  When  a  good  shop  has  been  arranged  the  fol¬ 
lowing  outline  of  work  may  be  taken  up. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


163 


FIRST  TEAR 

Woodworking  Projects 

Use  and  care  of  tools:  names,  purpose  of  each,  handling,  sharp¬ 
ening,  keeping  in  place.  Introduce  this  instruction  as  it  is  needed 
in  connection  with  the  projects  rather  than  all  at  one  time. 

Free  hand  sketches  or  working  drawings  of  problems;  how  to 
lay  out  a  drawing,  how  to  show  dimensions,  how  sections  are 
shown,  labeling,  lettering,  use. 

Ys"  cross  section  paper  is  useful  for  full  size  and  scale  drawings. 
Some  practice  should  be  given  in  making  assembled  or  complete 
drawings,  and  in  doing  neat  labeling  by  use  of  figures  or  letters. 
A  few  drawing  instruments  are  useful  for  showing  inclined  faces, 
tangent  edges,  circles,  sections,  etc.,  but  it  is  not  necessary  that  a 
complete  set  of  drawing  instruments  should  be  obtained  for  this 
part  of  the  work.  Emphasize  pencil  drawing  for  the  first  year. 

Projects:  These  should  emphasize  the  smaller  type  of  problem 
that  may  be  used  about  the  farm  home  or  the  farm.  The  follow¬ 
ing  list  will  give  a  good  opportunity  for  selection: 


Tool  chest 

Seed  testing  box 

Hammer  handle 

Bird  house 

Miter  box 

Chicken  coop 

Nail  box 

Chicken  feed  box 

Sawhorses 

Trap  nest 

Workbench 

Egg  tester 

Sawbuck 

Corn  rack 

Sewing  horse 

Corn  dryer 

Bench  hook 

Gate 

Stepladder 

Sheep  feeding  trough 

Milk  stool 

Cattle  rack 

Neck  yoke 

Wagon  box 

Whippletree 

Hayrack 

Wagon  jack 

Hog  rack 

Wagon  reach 

Dog  house 

Three  horse  evener 

Portable  hog  house 

Wash  bench 

Road  drag 

Wheelbarrow 

Tree  pruner 

Clothes  stick 

Blue  print  frame 

Clothes  rack 

Table  for  milk  tester  or  other 

Farmer’s  level 

purpose 

SECOND  TEAR 

Woodwork  and  Forge  Work 

If  it  cannot  be  arranged  to  secure  a  forge,  the  work  of  the  pre¬ 
vious  year  may  be  extended  to  cover  the  second  year.  If  possible 
the  woodwork  should  be  combined  with  the  forge  work.  Many 
of  the  projects  listed  above  require  some  iron  work  for  completion. 
It  is  sometimes  possible  to  make  arrangements  for  the  boys  to  do 


164 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


some  work  at  a  local  blacksmith  shop  in  completing  this  necessary- 
iron  work.  The  complete  outfit  for  one  forge  need  not  cost  over 
$50.00.  See  list  of  equipment. 

The  work  should  be  along  the  lines  outlined  under  woodwork 
including  use  and  care  of  tools,  working  drawings  and  working 
out  of  projects. 

Projects:  The  following  iron  working  projects  are  suggested  in 
addition  to  the  ironwork  required  for  woodworking  projects  such 
as  those  in  the  above  list. 

Staple 

Gate  hook 

Bolt 

Iron  stakes 

Chain  links 

Tongs 

Leather  work  connected  with  ordinary  harness  repairing  may  be 
taken  up  if  there  is  time.  A  very  small  equipment  is  required. 
See  equipment.  The  sewing  horse  may  be  made.  The  work  should 
include  cutting,  shaping,  fitting  and  sewing  of  leather  needed  for 
emergency  repairing  of  harness  and  belting.  For  further  sugges¬ 
tions  see  Brace  and  Mayne — Farm  Shop  Work. 

THIRD  YEAR 

Mechanical  Drawing 

For  this  work  a  drawing  board  may  be  made  or  purchased. 
Drawing  instruments  should  be  purchased  by  each  pupil.  For 
prices  see  Central  Scientific  Company,  Catalog  M,  or  C.  H.  Stoelting 
Company,  Chicago.  Special  drawing  tables  are  desirable  but  not 
necessary.  They  are  often  constructed  by  pupils  where  sufficient 
equipment  and  time  .are  available. 

The  work  in  this  course  should  extend  and  give  further  practice 
in  free  hand  sketching  and  the  making  of  working  drawings  in 
connection  with  the  projects  undertaken  in  the  previous  work. 
From  this  viewpoint,  the  work  should  be  made  as  practical  as  pos¬ 
sible  in  dealing  with  problems  which  are  of  interest  and  use  to 
the  pupils.  At  the  same  time,  the  plan  of  work  should  aim  to 
give  a  more  systematic  treatment  of  the  typical  operations  and 
conventions  used  in  the  best  drawing  room  practice.  A  good  man¬ 
ual  should  be  in  the  hands  of  the  teacher  as  a  guide.  See  under 
literature  of  Farm  Mechanics  and  Mechanical  Drawing.  Some  es¬ 
pecially  simple  and  helpful  material  is  to  be  found  in  Chapter  I  of  the 
Supplement  of  Burton’s  “Shop  Practice.” 

Attention  should  be  given  to  the  following  phases  of  work  as  far 
as  time  permits:  Use  of  Gothic  letters  and  figures,  use  of  scale 
drawings,  mechanical  lines,  free  hand  drawing  of  problems  on 


Swivel 

device 

Shovel  and  poker 
Harness  hook 
Wrench 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


165 


cross  section  paper,  use  of  drawing  instruments  for  problems  hav¬ 
ing  inclined  faces,  tangent  edges,  circles  and  sections,  perspective 
sketching  and  elevation  drawings,  orthographic  projection  from  free 
hand  working  drawings,  tracing  and  blue  printing,  geometrical  con¬ 
structions. 


FOURTH  YEAR 

Cement  Work  and  Farm  Building  Construction 

This  work  should  be  linked  very  closely  with  the  Farm  Me¬ 
chanics  of  the  first  semester. 

For  the  concrete  work,  instruction  should  be  given  in  the  proper 
mixing  of  concrete,  making  of  forms  and  methods  of  reinforcing. 
The  forms  should  be  made  by  the  pupils  in  most  cases.  Silo 
forms  may  be  obtained  through  the  agricultural  college. 

The  projects  should  as  far  as  possible  grow  out  of  actual  com¬ 
munity  needs  or  be  connected  with  other  school  and  home  projects. 
To  illustrate,  the  farm  mechanics  class  at  Mondovi  built  a  cement 
block  farm  shop.  At  Dodgeville  the  frame  for  a  hotbed  was  con- 
1  structed.  Cement  shower  baths  and  basement  floor  were  con¬ 
structed  at  Sun  Prairie.  West  Side  high  school  class  at  Green  Bay 
put  in  a  concrete  floor  in  the  school  barn.  The  following  list  of 
projects  is  suggested.  Most  of  them  have  been  carried  out  in 
the  state. 

List  of  Concrete  Projects 

Sidewalks  and  floors  Fence  posts 

Steps  and  foundation  walls  Flower  boxes 

Silo  foundations  Lawn  seats 

Feed  troughs  Hotbed  frame 

The  work  in  farm  building  construction  should  also  be  of  a  prac¬ 
tical  nature.  At  Green  Bay  West  Side  and  at  Viroqua,  small 
school  barns,  have  been  constructed.  At  Green  Bay,  East  and 
West  sides,  poultry  houses  have  been  built.  The  cement  block 
shop  at  Mondovi,  already  referred  to,  gave  considerable  practice 
in  farm  carpentry  as  well  as  in  cement  work.  In  a  large  number 
of  places  pupils  have  constructed  poultry  houses  at  home. 

The  instruction  side  should  be  covered  in  the  Farm  Machanics, 
(See  outline),  and  the  work  here  may  be  considered  as  the  labora¬ 
tory  part  of  that  work.  The  work  should  include  the  drafting  of 
detailed  plans,  the  making  of  blue  prints  and  the  erecting  of  small 
farm  buildings  such  as  barns,  milk  rooms,  garage  sheds,  hog  houses, 
poultry  houses,  etc.  The  architectural  drafting  should  be  broad 
enough  to  include  complete  estimates  of  quantity  and  cost  of  mate¬ 
rial.  A  study  should  be  made  of  different  methods  of  construct¬ 
ing  barn  frames,  of  different  styles  of  roof,  etc.  It  may  often  be 


166 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


arranged  to  have  the  class  cooperate  with  some  farmer  in  the  erec¬ 
tion  of  a  barn  or  other  farm  building  for  which  pupils  may  draw 
plans  and  perhaps  do  some  work.  The  class  might  arrange  to 
erect  some  small  building  such  as  a  poultry  house,  hog  house  or 
garage  and  then  sell  it  to  some  member  of  the  community.  The 
work  could  be  done  at  school  and  then  the  building  could  be 
moved  to  the  place  directed  by  the  purchaser.  No  fixed  plan  or 
set  of  projects  can  be  laid  down  for  this  work.  The  teacher  will 
have  to  arrange  for  what  is  possible  in  this  line  under  the  local 
conditions  existing  in  the  school  and  community.  Some  work 
adapted  to  the  local  needs  is  exceedingly  valuable  and  should  be 
developed  as  far  as  is  possible.  The  work  may  be  extended  through 
the  last  semester  running  parallel  with  the  Farm  Management  if 
projects  are  uncompleted  and  time  can  be  given  to  them. 


IX.  AGRICULTURAL  LITERATURE 

It  is  expected  that  every  high  school  department  of  agriculture 
receiving  state  aid  will  provide  a  good  working  library  for  this 
work.  At  least  twenty  dollars  should  be  provided  the  first  year 
the  course  is  organized,  and  ten  or  twelve  dollars  additional  should 
be  furnished  for  this  purpose  each  following  year,  at  least  for  a 
number  of  years.  Bulletins  should  be  collected  as  rapidly  as  pos¬ 
sible.  Many  of  these  can  be  secured  free  of  cost,  but  some  will 
have  to  be  purchased.  The  agricultural  teacher  should  keep  in 
touch  with  the  U.  S.  Department  of  Agriculture,  the  various  experi¬ 
ment  stations  and  other  agencies  supplying  bulletin  material.  Lists 
of  publications  are  furnished  by  all  of  these  agencies  on  request. 
In  many  cases  you  can  have  your  name  placed  on  the  mailing  list 
to  receive  publications  as  they  come  out.  The  U.  S.  Department 
6 f  ”Ag r icu lture  pu b  1  ishes  a  monthly”! ist  of  ^pu b  1  i catTons7  w h ichTwi  1  i 
be  mailed  you  regularly  on  request.  See  under  “Bulletins”. 

All  bulletins  should  be  classified  according  to  subject  and  then 
filed  so  as  to  be  kept  in  good  condition  and  so  as  to  be  easily  con¬ 
sulted.  The  library  file  boxes  furnish  altogether  the  best  plan  of 
filing,  both  from  the  standpoint  of  appearance  and  convenience. 
They  can  be  purchased  at  small  expense.  See  under  “Equipment.” 
A  £tock  of  at  least  fifty  should  be  provided  when  the  course  is  or¬ 
ganized  and  a  supply  should  be  kept  on  hand  for  use  as  new  bul¬ 
letins  are  received.  Perhaps  the  most  complete  system  of  filing 
bulletins  is  to  place  them  in  the  boxes  in  the  order  of  number  and 
then  prepare  a  subject  card  catalog  with  references  to  numbers. 
However,  where  the  stock  is  not  large  a  very  satisfactory  method 
is  to  file  them  in  the  boxes  by  subjects  or  titles.  In  connection 


Agriculture  in  the  high  school 


16? 


with  the  following  lists  of  books  the  teacher  should  consult  also 
the  High  School  library  list  and  the  Township  library  list  furnished 
by  the  state  department. 

Valuable  bibliographies  on  secondary  school  agriculture  may  be 
found  in  the  following  publications: 

List  of  texts  and  references  in  agriculture  for  secondary  schools,  U.  S. 
Department  of  Agriculture,  States  Relation  Service,  July  1,  1916. 
Dec.  6,  A.  I.  1.  (Especially  good) 

Crosby  and  Howe.  Free  publications  of  the  Department  of  Agricul¬ 
ture,  classified  for  the  use  of  teachers,  U.  S.  Department  of  Agri¬ 
culture. 

Noyes.  Teaching  material  in  government  publications.  U.  S.  Bureau 
of  Education,  Bulletin  No.  47.  Whole  number  558,  1913. 

Second  annual  report,  School  Garden  Association  of  America,  1913, 
Dayton,  Ohio. 

Hatch.  The  high  school  course  in  agriculture.  Second  edition  (re¬ 
vised).  Bui.  of  University  of  Wisconsin,  No.  594,  H.  S.  series, 
No.  12. 

Hawkins.  Agriculture  in  the  high  school.  University  of  the  State  of 
N.  Y.,  Bui.  No.  563,  Albany,  1914. 

» 

Since  Jan.  1915,  an  Agricultural  Education  Monthly  has  been 
published  by  the  U.  S.  Department  of  Agriculture,  Office  of  Experi¬ 
ment  Stations,  States  Relation  Service.  This  may  be  had  on  re¬ 
quest.  It  has  already  been  sent  to  most  of  the  high  school  agri¬ 
cultural  departments.  Several  good  bibliographies  on  agricultural 
subjects  have  appeared  in  this. 

1.  Farm  Plant  Life 

*  Goff —Moore- Jones,  The  principles  of  plant  culture,  8th 

edition  (1) 

Green,  Popular  fruit  growing  (9) 

Green,  Vegetable  gardening  (9)  Latest  Ed. 

Lloyd,  Productive  vegetable  gardening  (24) 

Sears,  Productive  orcharding  (24) 

*  French,  The  beginners  garden  book  (1) 

Greene,  Among  school  gardens  (4) 

Russell  &  Hastings,  Agricultural  bacteriology  (17) 

Bailey,  Garden  making  (1) 

Corbett,  Garden  farming,  (2) 

Tracy,  Tomato  culture  (3) 

Waugh,  The  American  apple  orchard  (3) 

Phillips,  Beekeeping  (1) 

Card,  Bush  fruits  (1) 

*  Bailey,  Principles  of  fruit  growing  (1) 

Sanderson,  Insect  pests  of  farm,  garden  &  orchard  (10) 
Bailey,  The  forcing  book  (1) 

Meir,  The  school  &  home  gardens  (2) 

Bailey,  Pruning  book  (1) 

Snyder,  Fights  of  the  farmer  (24) 


168 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


Taft,  Greenhouse  construction  (3) 

Taft,  Greenhouse  management  (3) 

Wilkinson,  Modern  strawberry  growing  (12) 

White,  Principles  of  horticulture  (1) 

Lodemann,  Spraying  of  plants  (1) 

*  Montgomery,  Productive  farm  crops  (24) 

*  Livingstone,  Field  crop  production  (X) 

* Wilson  &  Warburton,  Field  crops  (9) 

Clute,  Agronomy  (2) 

Harris  &  Steward,  Principles  of  agronomy  (1) 

Hunt,  Cereals  in  America  (3) 

Hunt,  Forage  &  fiber  crops  in  America  (3) 

Parker,  Field  management  &  crop  rotation  (9) 

Stevens  &  Hall,  Diseases  of  economic  plants  (1) 

AVing,  Alfalfa  farming  in  America  (15) 

Wing,  Meadows  &  pastures  (15) 

Grubb  &  Guilford,  The  potato  (12) 

Frazer,  Potato  (3) 

Montgomery,  Corn  crops  (1) 

Bowman  &  Crossley,  Corn  (5) 

Pammel,  Weeds  of  the  farm  &  garden  (3) 

Barley  &  Gilbert,  Plant  breeding  (1) 

Gray,  Field,  forest  &  garden  analytical  key  (20) 

Georgia,  Manual  of  weeds  (1) 

Smith,  How  to  grow  100  bushels  of  corn  per  acre  on  worn- 
out  soil  (26) 

Shaw,  Clovers  &  how  to  grow  them  (9) 

Shaw,  Grasses  &  how  to  grow  them  (9) 

2.  Animal  Husbandry,  Dairying  &  Poultry 

*  Harper,  Animal  husbandry  for  schools  (1) 

*Harper,  Manual  on  farm  animals  (1) 

*Plumb,  Beginning  in  animal  husbandry  (19) 

*Eekles,  Dairy  cattle  &  milk  Production  (1) 

*  Lewis,  Poultry  keeping  (24) 

Hunt  &  Burkett,  Farm  animals  (3) 

Henry  &  Morrison,  Feeds  &  feeding  (13) 

Farrington  &  Woll,  Testing  milk  and  its  products  (21) 

Van  Norman,  First  lessons  in  dairying  (3) 

Curtis,  Live  slock  judging  and  selection  (11) 

Lippincott,  Poultry  production  (11) 

*  Michels,  Dairy  farming  (22) 

American  poultry  association,  American  standard  of  per¬ 
fection,  Latest  Ed. 

Lewis,  Productive  poultry  husbandry  (24) 

Lewis,  Poultry  keeping  (24) 

Craig,  Common  diseases  of  farm  animals (24) 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


169 


Craig,  Judging  live  stock  (31) 

Woll,  Productive  feeding  of  farm  animals  (24) 

Harper,  Breeding  of  farm  animals  (3) 

Hadley,  Horse  in  health  &  disease  (25) 

Mumford,  Beef  production  (5) 

Kleinheinz,  Sheep  management  (16) 

Robinson,  Principles  &  practice  of  poultry  culture  (2) 
Plumb,  Types  &  breeds  of  farm  animals  (2) 

Bruce,  50  years  among  Shorthorns  (23) 

Wing,  Milk  &  its  products  (1) 

Roberts,  Cattle  breeds  &  origin  (28) 

3.  Soils  &  Crops 

*  Whitson  &  Walster,  Soil  &  soil  fertility  (9) 

*Hunt  &  Burkett,  Soils  &  crops  (3) 

*  Parker,  Field  management  &  crop  rotation  (9) 

*  Cunningham  &  Lancelot,  Soils  &  plant  life  (1) 

Stoddart,  Chemistry  of  ariculture  (11) 

King,  Farmers  of  forty  centuries  (18) 

Elliot,  Practical  farm  drainage  (10) 

Lyon  &  Fippin,  Principles  of  soil  management  (1) 

Snyder,  Soils  &  fertilizers  (1) 

*Burkett,  Soils  (3) 

Hilgard,  Soils  (1) 

Hopkins,  Soil  fertility  &  permanent  agriculture  (2) 

King,  The  soil  (1) 

McCall,  Physical  properties  of  soils  (3) 

Vivian,  First  principles  of  soil  fertility  (3) 

4.  Farm  Mechanics  and  Mechanical  Drawing 

*Davidson,  Agricultural  engineering  (9) 

King,  Ventilation  (18) 

Brace  &  Mayne,  Farm  shop  work  (20) 

Davidson  &  Chase,  Farm  machinery  &  farm  motors  (3) 
Brookes,  Gas  &  oil  engine  handbook  (14) 

Cobleigli,  Handy  farm  devices  &  how  to  make  them  (3) 
Ekblaw,  Farm  structures  (1)  , 

Kijng,  Physics  of  agriculture  (18) 

Clarkson,  Pratical  talks  on  farm  engineering  (12) 

Roehl,  Agricultural  woodworking  (27) 

Goss,  Bench  work  in  wood  (2) 

Powell,  Farm  plans  &  farm  buildings  (3) 

Roberts,  The  farmers’  business  handbook  (1) 

Burton,  Shop  projects  based  on  community  problems  (29) 
Crawshaw  and  Phillips,  Mechanical  drawing  for  secondary 
schools  (30) 


170 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


5.  Farm  Management  &  Accounts 

*Boss,  Farm  management  (26) 

*  Warren,  Farm  management  (1) 

Warren,  Laboratory  exercises  in  farm  management  (1) 
Green,  Law  for  the  American  farmer  (1) 

Powell,  Cooperation  in  agriculture  (1) 

Carver,  Principles  of  rural  economics  (2) 

Taylor,  Agriculture  economics  (1) 

Roberts,  The  faripstead  (1) 

Roberts,  Farmers’  business  handbook  (1) 

Willis,  Farmers’  manual  of  law  (3) 

Culter,  Cooperation  among  farmers  (16) 

Cards,  Farm  management  (12) 

Wilson,  The  evolution  of  the  country  community  (19)  • 

6.  General  Agriculture 

Cromwell,  Agriculture  &  life  (24) 

Mayne  &  Hatch,  High  school  Agriculture  (20) 

Halligan,  Fundamentals  of  Agriculture  (18) 

Waters,  The  essentials  of  agriculture  (2) 

Benson  &  Betts,  Agriculture  (6) 

Warren,  Elements  of  agriculture  (1) 

Bailey,  Principles  of  agriculture  (1) 

Davis,  Productive  farming  (24) 

Gehrs  &  James,  One  hundred  exercises  in  agriculture  (1) 
Ivins  &  Merrill,  Practical  lessons  in  agriculture  (20) 

Call  &  Schafer,  A  laboratory  manual  in  agriculture  (1) 

Sell,  Agricultural  laboratory  manual — soils  (2) 

7.  Books  for  the  Agricultural  Teacher 

Leake,  The  means  &  methods  of  agricultural  education  (7) 
Hummell,  Material  &  methods  in  high  school  agriculture  (1) 
Davenport,  Education  for  Efficiency  (8) 

Parker,  Methods  of  teaching  in  high  schools  (2) 

Bricker,  The  teaching  of  agriculture  in  the  high  school  (2) 
Quick,  The  brown  mouse  (6) 

Pickard,  Rural  education  (9) 

McKeever,  Farm  boys  &  girls  (1) 

Kern,  Among  country  schools,  (2) 

List  of  Publishers 

Key  number 

(  1)  The  Macmillan  Company,  Prairie  Ave.  &  25th  St.,  Chicago 
(  2)  Ginn  &  Comnany,  2301  Prairie  Ave..  Chicago 
(  3)  Orange  Judd  Company,  Marquette  Bldg.,  Chicago 
(  4)  Charities  Publishing  Committee,  158  Adams  St.,  Chicago 
(  5)  Waterloo  Publishing  Company,,  Waterloo,  Iowa 
(  6)  Bobbs-Merrill  Comnany,  Indianapolis,  Indiana 
(  7)  Houghton-Mifflin  Company,  New  York  City 
(8)  D.  C.  Heath  &  Co.,  623  S.  Wabash  Ave.,  Chicago 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


171 


(9)  Webb  Publishing  Co.,  55-67  E.  10th  St.,  St.  Paul,  Minn. 

(10)  John  Wiley  &  Sons,  43-45  E.  19*th  St.,  New  York,  N.  Y. 

(11)  Lea  &  Febiger,  Philadelphia,  Pa. 

(12)  Doubleday,  Page  &  Company,  Garden  City,  N.  Y. 

(13)  Henry-Morrison  Company,  Madison,  Wis. 

(14)  F.  J.  Drake  &  Company,  Chicago 

(15)  Sanders  Publishing  Company,  542  S.  Dearborn,  Chicago 

(16)  Sturgis  &  Walton  Company,  31-33  E.  27th  St.,  New  York,  N.  Y. 

(17)  E.  G.  Hastings,  Experiment  Station,  Madison,  Wis. 

(18)  Mrs.  F.  H.  King,  1540  University  Ave.,  Madison,  Wis. 

(19)  The  Pilgrim  Press,  Boston,  Mass. 

(20)  American  Book  Company,  330  E.  22nd  St.,  Chicago 

(21)  Mendota  Book  Company,  Madison,  Wis. 

(22)  John  Michels,  Farmingdale,  New  York 

(23)  Vinton  &  Company,  Limited,  London,  England 

(24)  J.  B.  Lippincott  Company,  E.  Wash.  Square,  Philadelphia,  Pa. 

(25)  W.  B.  Saunders  Company,  Philadelphia,  Pa. 

(26)  Stewart  &  Kidd,  Cincinnati,  Ohio 

(27)  The  Bruce  Publishing  Co.,  Milwaukee,  Wis. 

(28)  David  Roberts,  Waukesha,  Wis.  , 

(29)  Vocational  Supply  Co.,  Muncie,  Ind. 

(30)  Scott,  Forsman  and  Co.,  Chicago 

(31)  Kenyon  Co.,  Des  Moines,  la, 

*  Suitable  for  High  School  Texts 

The  Eau  Claire  Book  &  Stationary  Company  of  Eau  Claire,  Wis., 
will  give  a  special  discount  on  all  books  listed  on  the  Township 
Library  List.  Not  all  of  the  suggested  list  are  on  the  library  list. 
The  above  company  and  the  A.  C.  McClurg  Company  of  Chicago,  will 
submit  prices  on  books  for  your  library. 

See  also  township  library  and  high  school  library  lists  of  books  on 
agriculture,  published  by  the  State  Department  of  Education. 

Magazines 

Hoard’s  Dairyman,  Fort  Atkinson,  $.85 

Wisconsin  Agriculturist,  Racine,  $.50 

The  Breeders’  Gazette,  Sanders  Pub.  Co.,  Chicago,  $2.00 

Kimball’s  Dairy  Farmer,  Waterloo,  la.,  $1.00 

American  Poultry  World,  Am.  Pub.  Company,  Buffalo,  N.  Y.,  $.50 

American  Poultry  Journal,  Chicago,  $1.00 

Orange  Judd  Farmer,  Chicago,  $1.00 

Wallace’s  Farmer,  Des  Moines,  la.,  $1.00 

The  Fruit  Grower,  St.  Joseph,  Mo.,  $.50 

The  Garden  Magazine  &  Farming,  Doubleday,  Page  &  Co.,  133  W. 

16th  St.,  Garden  City,  New  York,  $1.50 
Market  Growers’  Journal,  Louisville,  N.  Y.,  $1.00 
Farm  Engineering,  Chicago,  $.50 

Wisconsin  Horticulture,  Horticulture  Secy.,  Madison,  $.50 

Bulletins 

The  best  reference  materials  you  can  secure  are  the  bulletins  of 
your  Agriculture  Experiment  Station.  The  unfortunate  thing  is 
that  they  are  not  available  at  all  times.  An  edition  of  agricultural 
bulletins  usually  is  available  for  less  than  two  years.  Agricultural 
instructors  have  sent  for  ten  to  thirty  copies  and  after  using  them 
in  the  class  work  they  have  allowed  the  pupils  to  take  them  home. 


172 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


They  have,  without  doubt,  done  good  service  in  the  home  but  the 
next  season  the  instructor  has  probably  found  it  impossible  to  se¬ 
cure  a  supply  of  the  bulletins  for  cTass  work.  A  better  plan  would 
be  to  secure  enough  copies  for  class  work  and  file  in  bulletin  cases  as 
part  of  the  agricultural  library.  Pupils  using  the  bulletin  can  se¬ 
cure  copies  by  writing  to  the  Wisconsin  Agricultural  Experiment 
Station  at  Madison  or  if  unavailable  borrow  the  bulletin  from  the 
local  agricultural  library  the  same  as  an  agricultural  reference  book. 

The  Agricultural  Experiment  Stations  of  any  other  states  will 
often  send  bulletins  for  your  library.  The  bulletins  of  the  following 
experiment  stations  are  probably  the  most  important  for  Wisconsin 
schools.  Address  the  Agricultural  Experiment  Station  at  the  follow¬ 
ing  places  and  ask  for  a  list  of  available  bulletins. 

Minnesota,  University  Farm,  St.  Paul 

Michigan,  East  Lansing 

Illinois,  Urbana 

Iowa,  Ames 

Indiana,  LaFayette 

Pennsylvania,  State  College 

Missouri,  Columbia 

Much  valuable  literature  may  be  secured  from  the  U.  S.  Depart¬ 
ment  of  Agriculture.  Write  the  Editor  and  Chief  of  the  Division 
of  Publications,  U.  S.  Department  of  Agriculture,  Washington,  D.  C., 
and  ask  to  be  placed  on  the  mailing  list  for  the  bulletin  “Monthly 
List  of  Publications”.  Copies  of  Farmers’  bulletins,  departmental 
bulletins,  etc.  may  be  obtained  free  upon  application  to  the  Editor 
and  Chief  of  the  Division  of  Publications  as  long  as  the  depart¬ 
ment’s  supply  lasts. 

After  the  department’s  supply  of  publications  is  exhausted,  copies 
may  be  obtained  from  the  Superintendent  of  Documents,  Gover- 
ment  Printing  Office,  Washington,  D.  C.,  but  by  purchase  only. 
Send  all  remittances  to  the  Superintendent  of  Documents  direct. 
His  office  is  not  a  part  of  the  Department  of  Agriculture.  Catalogs 
listing  bulletins  for  sale  are  issued  by  the  Superintendent  of  Docu¬ 
ments  on  the  following  subjects:  American  foods  and  cooking, 
U.  S.  geological  survey  publications,  farmer’s  bulletins,  education, 
fishes,  animal  industry,  birds,  insects,  agricultural  experiment  sta¬ 
tions,  forestry,  plants,  roads,  soils  and  fertilizers,  health,  disease 
and  sanitation,  bee  culture  investigations,  chemistry  as  related  to 
agriculture.  Send  for  these  price  listj. 

Bulletins  of  TT.  S.  Department  of  Education 

Agricultural  Instruction  in  high  schools  by  C.  H.  Robinson  and  F.  B. 
Jenks,  Bulletin  No.  6,  1913,  10c 

Agricultural  instruction  in  secondary  schools.  Bulletin  No.  14,  1913,  10c 
Agricultural  and  rural  life  day;  material  for  its  observance.  Eugene  C. 
Brooks,  Bulletin  No.  43,  1913,  10c 

Teaching  material  in  government  publications,  F.  K.  Noyes,  Bulletin 
No.  47,  1913,  10c 

Agricultural  teaching,  Bulletin  No.  27,  1914,  10c 
Vocational  secondary  education.  Bulletin  No.  21,  1916 


APPENDIX 


174 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


NATIONAL  REGISTRY  ASSOCIATION 


Reef  Cattle 


Organization 

Am.  Aberdeen  Angus  Breeders’  Assoc... . 

Ain.  Galloway  Breeders’  Assoc.  . . 

Am.  Hereford  Cattle  Breeders’  Assoc . 

Am.  Boiled  Hereford  Breeders’  Assoc . 

Am.  Boiled  Durham  Breeders'  Assoc . 

Am.  Shorthorn  Breeders’  Assoc . 


Secretary 

Chas.  Gray  . . 

it.  VV.  Brown . 

it.  j.  Kinzer . 

B.  O.  Gammon . 

J.  H.  Martz . 

Drang  VV.  Harding... 


Address 

Chicago,  Ill. 
Carroiton,  Mo. 
nansas  City,  Mo. 
Des  Moines,  la. 
Greenville,  Ohio 
Chicago,  ill. 


Dairy  Cattle 


Ayrshire  Breeders’ Assoc . .  C.  W.  Winslow... 

mown  Swiss  Cattle  Breeders’  Assoc . ira  Inman . 

Dutch  Belted  Cattle  Assoc,  of  America . E.  J.  Kirby . 

Am.  Guernsey  Cattle  Club .  win.  n.  Caldwell. 

Hoistein-Briesian  Assoc,  of  America .  F.  B.  Houghton. 

American  Jersey  Cattle  Club .  it.  M.  Gow . 


Brandon,  Yt. 
Beloit,  Wis. 
Covert,  Mich. 
Beterooro,  N.  H. 
Brattleboro,  Vt. 
JNew  York,  ISi.  Y. 


Dual  Purpose  Cattle 


Am.  Devon  Breeders’  Assoc .  L.  P.  Sisson. 

Milking  Shorthorn  Cattle  Club .  O.  B.  Wade.. 

Red  Boiled  Cattle  Club  of  America .  H.  A.  Martin 


Newark,  Ohio 
Orangeville,  Ohio 
Gotham,  Wis. 


Horses 

Am.  Assoc,  of  Importers  and  Breeders  of 


Belgian  Draft  Horses . 

Cleveland  Bay  Society . 

Drench  Coach  Society . 

German  Hanoverian  and  Oldenourg  Coacn 

Horse  Association  . 

American  Ciydesoale  Association . 

national  Drench  Draft  Horse  Assoc . 

Bhe  Morgan  Horse  Club . 

Bercneron  society  oi  America . 

American  Shetland  Bony  Club . 

American  Shire  Horse  Assoc . 

American  Suffolk  Horse  Assoc . 

Phoroughbred  or  American  Stud  Book . 

American  Trotting  itegister . 

Welsh  Bony  and  Cob  Society  of  America... 
Am.  Breeders’  Assoc,  of  Jacks  <>s  Jennets... 
standard  Jack  Jennet  .Registry  of  Am... 


J.  D.  Connor,  Jr....  Wabash,  Ind. 

R.  B.  stericker .  Grange,  in.  j. 

Duncan  E.  Willett —  Oak  Bark,  ill. 

J.  Crouch  .  LaFayette,  Ind. 

K.  B.  Ggilvie .  Chicago,  HI. 

C.  B.  Stubbs .  Bairneid,  la. 

C.  C.  Stillman . New  York  City 

Wayne  Dinsiuore _  Chicago,  Ill. 

Julia  M.  Wade .  LaFayette,  Ind. 

Chas.  Burgess,  Sr...  Wenona,  Hi. 

A.  Graham  Galbraith  DeKalb,  Ill. 

W.  H.  Rowe .  New  York,  N.  Y. 

W.  n.  Knight .  Chicago,  ill. 

Julia  M.  wade .  LaFayette,  Ind. 

j.  W.  Jones .  Columbia,  Tenn. 

Wm.  B.  Morton .  Kansas  City,  mo. 


Sheep 


American  Cheviot  Sheep  Society . 

American  Cotswold  Sheep  Assoc . 

Continental  Dorset  Club . 

Am.  Hampshire  Down  Sheep  Assoc . 

Am.  Leicester  Breeders’  Assoc . 

National  Lincoln  Sheep  Breeders’  Assoc . 

Am.  Delaine  Merino  Record  Assoc . 

Deiaine  merino  Record  Assoc . 

German  Merino  Assoc . 

Spanish  Merino  Assoc . 

American  Oxford  Down  Record  Assoc . 

Am.  Kambouillet  Sheep  Breeders'  Assoc . 

International  Von  Homier  Rambouillec 

Club  . 

Am.  Shropshire  Registry  Assoc . 

Am.  Southdown  Breeders’  Assoc . 


F.  E.  Dawley .  Fayetteville,  N.  Y. 

F.  W.  Harding .  Waukesha,  Wis. 

Bditn  Chidester . Mechanics  burg,  Ohio 

Comfort  A.  'Tyler _  Goldwater,  mich. 

a.  J.  'Temple .  Cameron,  111. 

.oert  Smith  .  Sherlock,  Mich. 

Beulah  M.  McDowell.  Canton,  Ohio 

j.  B.  Johnson . Oannonsburg,  Pa. 

E.  N.  Ball .  Ann  Arbor,  Mich. 

Wesley  Bishop .  Delaware,  Ohio 

W.  A.  Shafor .  Hamilton,  Ohio 

Dwight  Lincoln  .  Milford  Center,  Ohio 

E.  N.  Ball .  Ann  Arbor,  Mich. 

Julia  M.  Wade .  LaFayette,  Ind. 

Frank  S.  Springer...  Springfield,  HI. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


17 


Swine 


Organization  Secretary  Address 

American  Berkshire  Breeders  Assbc .  F.  S.  Springer .  Springfield,  Ill. 

Chester  White  Swine  Record  Assoc .  F.  F.  Moore .  Rochester,  Ind. 

Ohio  Improved  Chester  White  Swine 

Breeders’  Assoc .  0.  O.  Vernon .  Goshen.  Ind. 

Am.  Duroc  Jersey  Swine  Breeders’  Assoc —  R.  J.  Evans .  Chicago,  Ill. 

National  Duroc  Jersey  Record  Assoc .  J.  R.  Pfander .  Peoria,  Ill. 

American  Hampshire  Swine  Record  Assoc...  E.  O.  Stone .  Peoria,  Ill. 

American  Mule  Foot  Hog  Record  Assoc .  R.  E.  Pfeiffer .  Columbus,  Ohio 

American  Poland  China  Record  Assoc .  W.  M.  McF'adden _  Chicago,  Ill. 

National  Poland  China  Record  Company...  A.  M.  Brown .  Winchester,  Ind. 

Southwestern  Poland  China  Record  Assoc..  H.  P‘.  Wilson .  Gadsen,  T'enn. 

American  Tamworth  Swine  Record  Assoc. ...  E.  N.  Ball .  Hamburg,  Mich. 

American  Yorkshire  Club .  Harry  G.  Krum .  White  Bear  Lake, 

Minn. 


176 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


STANDARDS  FOR  THE  LEADING  VARIETIES  OF  WISCONSIN  CORN. 


Silver  King 
Wis.  No.  7 

Murdock 
Wis.  No.  IS 

Golden 

Glow 

Wis.  No.  12 

Early 

Yellow 

Dent 

Wis.  No.  8 

Smut 

Nosed 

Flint 

Wis.  No.  15 

Shape 

Cylindrical 

Cylindrical 

Cylindrical 

Cylindrical 

Cylin¬ 

drical 

Ear, . 

Length 

84-94  in. 

84-91  in. 

84-94  in. 

8-9  in. 

10-11  in. 

Circum¬ 

ference 

7-71  in. 

7-74  in 

64-7  in. 

6-64  in. 

5-54  in. 

Kernel .... 

Color 

Cream 

white 

Orange 

yellow 

Deep 

yellow 

Lemon 

yellow 

Brownish 
yellow 
turning  to 
dark  red 
at  tip  of 
ear 

Indenta¬ 

tion 

Very 

crumpled  to 
pinched 

Very 

crumpled  to 
pinched 

Crumpled 

Smooth 

None 

Shape 

Medium 
deep  wedge 

Medium 
deep  wedge 

Medium 

wedge 

Short  wedge 

Rounding 

shallow 

Number 

16-20 

16—20 

14—18 

12—16 

8 

Space 

Narrow 

Narrow 

Narrow 

Narrow 

Wide 

Shape 

Moderately 

rounded 

Moderately 

rounded 

Moderately 

rounded 

Shallow 

compressed 

Flat 

Butt . 

Rows 

Straight 

Straight  j 

|  Straight 

Straight 

Straight 

Kernels 

Nearly 

uniform 

with 

middle  of 
ear 

Nearly 
uniform  | 
with  | 

middle  of 
ear 

Nearly 

uniform 

with 

middle  of 
ear 

Nearly 

uniform 

with 

middle  of 
ear 

Nearly 

uniform 

with 

middle  of 
ear 

Tip . 

Rows 

Straight 

Straight 

Straight 

Straight 

Straight 

Kernels 

Nearly 
full  size 

Nearly 
full  size 

Nearly 
full  size 

Nearly 
full  size 

Nearly 
full  size 

Shank . 

Diameter 

iin. 

1 

1  in. 

l  in. 

1  in. 

•  4  in. 

Diameter 

14-1 4in. 

14-14  in. 

14-14  in. 

1-lf  in. 

1-14  in. 

Cob . 

Glistening 

white 

Dark 

Cherry  Red 

Light 

Cherry  Red 

Glistening 

white 

Color 

Cherry  Red 

Percent  acre  of  corn 

87 

•  87 

86 

85 

AGRICULTURE  IN  THE  HIGH  SCHOOL 


177 


\ 


COMPARISON  OF  THRESHED  SAMPLES  OF  BARLEY 

Quality 

Two  Row 

Six  Row 

1  Size 

Very  large. . . 

Medium  to  large 

Medium  plump 

Not  as  rounding  with  long 
taper 

3  are  twisted 

Light  straw  color 

Hard  to  medium  hard 

Partly  flinty 

Smoother  coverings 
Medium  thick 

2.  Plumpness . 

3.  Shape... . 

4.  Variation  in  Cheeks  of 

Kernels . 

5.  Color . 

6.  Hardness . »... 

7.  Appearance  of  cross  sec¬ 

tion  . 

Very  plump . . . 

Rounded  and  full . 

Short  rounding  taper 

No  variation . 

Nearly  dead  white . 

Quite  starchy  and  medium 
hard . 

Starchy  . 

8  Appp  ar  ance  of  berry  cov¬ 
erings 

9.  Thickness  of  coverings. . 

Wrinkled  palea  at  right  an¬ 
gles  to  long  axis . 

Thin . 

COMPARISON  OF  THREHED  SAMPLES  OF  WISCONSIN  OATS 


Quality 

Sweedish  Select 
Ped.  No.  5 

• 

Wisconsin  Wonder 
Ped.  No.  1 

Sixty  Day 

Ped.  No.  6 

Clolnr . 

White . 

White . 

Yellow 

Shape . 

Plump  with  hump 
on  dorsal  side 

Long  and  slender. . . 

Long  and  slender 

Crease . 

Wide  and  shallow. . . 

Medium  wide . 

Narrow  to  medium 
wide 

Size 

Very  large . 

Large . 

Small 

Appearanceof  Awn 

Dark,  coarse,  twist¬ 
ed  at  base 

Medium  coarse . 

Light  fine  and  decid¬ 
uous 

Thickness  of  hull.. 

Stiff  and  medium 
thick 

Stiff  and  medium 
thick . 

Thin 

Length  of  tip 

Medium  to  short. . . . 

Long . 

Long 

COMPARISON  OF  THRESHED  SAMPLES  OF  WHEAT 


Quality 

Blue  Stem 

Marquis 

Turkey  Red 

Durum 

Color . 

Grayish 

Rich  brown  am¬ 

Brown  amber  to 

Light  glassy  am¬ 

brown  amber 

ber 

light  yellow 

ber 

Shape . 

Medium  short  to 

Short  and  chun- 

Medium  to  long. 

Long  with  slight 

long— slight 
taper 

Pronounced  ta¬ 
per 

taper 

Size . 

Medium  to  large 

Medium  to  small 

Medium  to  large 

Large 

Crease . 

Medium  wide  to 

Wide  —  V  shape 

Narrow  and  med 

Wide  and  medi- 

narrow  anddeep 

and  medium  to 

deep . 

Angular  and  full 

ium  to  deep. . . 

ium  deep 

Cheek . 

Round  and  full. . 

Very  rounding 
and  full 

Angular  to  med¬ 
ium  angular 

Hardness  . . 

Hard . 

Hard . 

Hard 

Very  hard 

Glassy 

Appear¬ 

Dull  glassy  am¬ 

Glassy  to  dull 

Flinty  with  tra¬ 

ance  of 
cross  sec¬ 
tion 

ber  with  traces 
of  starch 

amber  with  tra 
ces  of  starch 

ces  of  starch . . 

12 


178 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


TABLE  OF  IMPORTANT  TYPE  CHARACTERS  OF  WISCONSIN  POTATOES. 


Variety. 

Shape. 

Skin  and  Surface 
Marking . 

Size  Standard. 

Rural 

New  Yorker 

Round  to  oval  and 
flattened.  Pronounced 
spherical  and  oblong 
types  objectionable. 

Smooth,  tan  color,  thin 
skin.  Eyes  unevenly 
d5stributed. 

10 ounces  approx¬ 
imately.  2  oz. 
considered 

moderate  in  all 
varieties . 

Green  Mountain 

Tubers  slightly  oblong 
and  f  airly  b  roiad: 
thickened. 

Skin  fairly  rough  net¬ 
ted,  creamy  buff  color. 
Eyes  even. 

10  ounces  approx¬ 
imately. 

Burbank 

Long,  cylindrical  and 
moderately  flattened. 

Skin  slightly  netted, 
creamy  buff.  Eyes 
evenly  distributed. 

8-10  ounces. 

Peerless  (Pearl) 

Heart  shape;  stem  end 
sunken. 

Skin  oftpn  netted, 
checkered,  iight  tan 
color.  Pink  tinge 
around  eyes. 

8  ounces, 

Triumph 

Round  to  flattened. 
Long  types  objection¬ 
able. 

Skin  deep  rose  or  pink. 
Eyes  slightly  sunken. 

7-8  ounces. 

Early  Ohio 

Oblong,  thickened  type; 
Blocky  type  preferred. 

Light  pink  skin,  pim¬ 
pled.  Eyes  prominent. 

8  ounces. 

Early  Rose 

Long,  flattened,  slightly 
tapering. 

Pink  or  rose;  slightly 
blotched . 

8  ounces. 

Irish  Cobbler. 

Round,  somewhat  flat¬ 
tened.  Stem  end  slight¬ 
ly  sunken. 

1 

Bright,  creamy  tan  col¬ 
or.  Eyes  fairly  deep. 

7-8  ounces. 

Uniformity 

.  This  point  is  given  much  importance 

in  judging  in 

relation  especially  to  size,  shape  and  color. 


Soundness,  freedom  from  hollow  centers,  black  heart,  spongy  or 
streaked  flesh.  These  are  specific  diseases  and  any  serious  infesta¬ 
tion  may  completely  disqualify.  Coarse,  green  or  bruised  stock  is 
also  very  objectionable.  A  slight  and  inconspicuous  infestation  of 
disease  is  often  a  deciding  factor  against  samples  otherwise  in  good 
condition. 

Cleanness,  Brightness,  Ripeness  of  skin  are  essential  to  high 
quality.  Long  exposure  to  light  darkens  the  skin  and  injures  the 
appearance  of  tubers.  Never  wash  tubers. 

Secure  Potato  Bulletin  of  Wisconsin  Potato  Growers’  Association — 
Sec’y.  J.  G.  Milward,  Madison,  Wis. 


OFFICIAL  WISCONSIN  SCORE  CARDS. 

_ 

DRAFT  HORSES 

Animal 

Name  . 


Date 


- — - . — 

Pos¬ 

sible 

score 

Points  deficient 

SCALE  OF  POINTS 

Student’s 

score 

Cor¬ 

rected 

GENERAL  APPEARANCE — 30  POINTS 

Height,  16  hands  or  over . 

Weight,  1500  lbs.  or  over . 

6 

Form,  broad,  massive,  evenly  proportioned, 

6 

symmetrical,  blocky  . . . 

Quality,  refined;  bone  clean,  large,  strong; 
tendons,  clean,  defined,  prominent;  skin 
and  hair  fine;  “feather,”  if  present,  silky 
Action,  walk,  fast,  elastic,  regular,  straight; 

trot,  free,  springy,  balanced,  straight.... 
Temperament,  energetic;  disposition,  good. 
HEAD  AND  NECK— 10  POINTS 

Head,  proportionate  size,  clean  cut,  well 

6 

10 

2 

2 

1 

Forehead,  broad,  full^ . . . 

2  ' 

1 

3Iuzzle,  neat;  nostrils  large,  flexible;  lips 

1 

1 

Neck,  muscled,  arched;  throat-latch,  fine, 

2 

FORE  QUARTERS — 20  POINTS 

Shoulders,  moderately  sloping,  smooth, 

2 

snug,  extending  well  back . 

Arm,  short  strong  muscled,  thrown  back, 

1 

Forearm,  long,  wide,  ciean,  heavily  muscled 
Knees,  straight,  wide,  deep,  strong,  clean.. 
Cannons,  short,  wide,  clean;  tendons  clean, 

rl  nfirwirl  nm m  l  "n  dd  t  . 

1 

2 

2 

■mrirlc*  ctrp  l  frh  t  c  +  T*OT12!* 

1 

r  CHOCKS)  W  iUc,  bli  d/l&iii,  ou  0115,  cicau . 

Pasterns,  moderately  sloping,  strong,  clean 
Feet,  large,  even  size,  sound;  horn  dense, 
waxy;  soles  concave;  bars  strong,  full; 
frogs  large,  elastic;  heels  wide,  one-half 

lhncrfh  nf  tnp  . . 

3 

8 

BODY— 10  POINTS 

Chest,  deep,  wide;  breast  bone,  low;  girth, 

lftrgc  . 

2 

Ribs,  deep,  well  sprung,  closely  ribbed  to 

jiip  ,  ,  ,  T  .  ,  ,  T  , . 

2 

Rack  broad  strong  muscular.  . 

2 

Loins,  short  wide  thick  muscled . 

2 

Underline  low  flanks  full 

2 

HIND  QUARTERS— 30  POINTS 

Hips,  broad,  smooth,  level,  well  muscled... 
Croup,  wide,  heavily  muscled,  not  mark¬ 
edly  drooping  . 

2 

2 

nPhigh-s,  deep,  hroa.d,  strong  muscular . 

2 

Quarters,  plump  with  muscle,  deep . 

2 

Stifles,  large,  strong,  muscular,  clean . 

1 

Gaskins,  (lower  thighs),  long,  wide,  clean, 
heavily  muscled . 

2 

Hocks,  large,  strong,  wide,  deep,  clean,  well 
set  . 

8 

Cannons,  short,  wide,  clean;  tendons  clean, 
defined,  prominent  . 

2 

Fetlocks,  wide,  straight,  strong,  clean . 

1 

Pasterns,  moderately  sloping,  strong,  clean 
Feet,  large,  even  size,  sound;  horn,  dense, 
waxy;  soles  concave;  bars  strong,  full; 
frogs,  large,  elastic;  heels,  wide,  one-half 
length  of  toe,  vertical  to  ground . 

2 

6 

Total  . 

100 

180 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


BEEF  CATTLE 


Student  No . Date 

Name  . Animal  . . 


Pos¬ 

sible 

score 

Points  Deficient 

SCALE  OF  POINTS 

Student’s 

score 

Cor¬ 

rected 

GENERAL  APPEARANCE — 26  POINTS 

Weight,  estimated . lbs.  according  to 

6 

0 

Form,  straight  top  line  and  underline; 

8 

Quality,  firm  handling;  hair  fine;  skin  pli¬ 
able;  fine  bone;  evenly  colored  with  firm 

8 

1 

Tcmpcraniciitj  QU.i6t,  docile . 

3 

HEAD  AND  NECK — 8  POINTS 

Muzzle,  good  size,  mouth  large;  lips  thin, 
nostrils  large  . 

2 

lqrge  r*lpar*,  plap.ifl . 

1 

Face,  short,  quiet  expression . 

' 

Forehead,  broad  full . 

1 

Ears,  medium  size,  fine  texture . 

1 

Neck,  thick,  short,  throat  clean . 

2 

FORE  QUARTERS — 13  POINTS 

Shoulder  Vein,  full . 

3 

Shoulder,  covered  with  flesh,  compact  on 
top,  snug  . 

4 

Breast,  wide;  brisket  prominent . 

2 

Dewlap,  skin  not  too  loose  and  drooping. ! 
Legs,  straight,  short;  arm  full;  shank  fine, 
smooth  . 

1 

3 

body — 2S  POINTS 

Chest,  full,  deep,  wide;  girth,  large;  fore¬ 
flank  full  . 

6 

Crops,  full,  even  with  shoulders . 

3 

Ribs,  deep  arched,  thickly  fleshed . 

5 

Back,  broad,  straight,  evenly  fleshed . 

8 

Loin,  thick,  broad . 

5 

Flank,  full,  even  with  underline . 

3 

HIND  QUARTERS — 25  POINTS 

Hips,  smoothly  covered;  distance  apart  in 
proportion  with  other  parts . 

4 

Rump,  long,  even,  wide;  tail  head  smooth, 
not  patchy  . 

5 

Pin  Bones,  not  prominent,  far  apart . 

3 

Thighs,  full,  wide,  deep . 

5 

Twist,  deep,  plump . 

4 

Legs,  straight,  short;  shank  fine,  smooth.. 

2 

9  | 

Total  . 

100 

AGRICULTURE  IN  THE  HIGH  SCHOOL 


181 


DAIRY  CATTLE 


Student  . Bate 

Animal  . Animal  . 


GENERAL  APPEARANCE— A  dairy  cow  should  weigh  not  less  than  800 
pounds,  have  large  capacity  for  feed,  a  dairy  temperament,  well  developed  milk 
organs,  fine  quality  and  perfect  health,  and  be  capable  of  a  large  production  of 
milk  and  butter  fat. 


Per¬ 

fect 

score 

Points  Deficient 

SCALE  OF  POINTS 

Student’s 

score 

Cor¬ 

rected 

INDICATION  OF  CAPACITY  FOR  FEED — 
25  POINTS 

Face,  broad  between  the  eyes  and  long; 
muzzle  clean  cut;  mouth  large;  lips 
strong;  lower  jaws  lean  and  sinewy.... 

Body,  wedge  shape  as  viewed  from  front, 
side  and  top;  ribs,  long,  far  apart  and' 
well  sprung;  breast  full  and  wide;  flanks, 

5 

10 

Back,  straight;  chine,  broad  and  open;  loin 

5 

'  5 

INDICATION  OF  DAIRY  TEMPERAMENT- 
25  POINTS 

Head,  clean  cut  and  fine  in  contour;  eyes,  j 
prominent,  full  and  bright  . 

3 

4 

Neck,  thin,  long,  neatly  joined  to  head  and 
shoulders  and  free  from  'throatiness  and 
dewlap  . 

Brisket,  lean  and  light . 

2 

Shoulders,  lean,  sloping,  nicely  laid  up  to 
body;  points  prominent;  withers  sharp.  . 
Back,  strong,  prominent  to  tail  head  and 
open  jointed . 

4 

3  . 

Hips,  prominent,  sharp  and  level  with  back 
Thighs,  thin  and  incurving . 

3  . 

. 

4  . 

Tail,  fine  and  tapering . 

1  . 

Legs,  straight;  shank  fine . 

1  . 

INDICATION  OF  WELL  DEVELOPED  MILK 
ORGANS — 25  POINTS 

Rump,  lohg,  wide  and  level;  pelvis  roomy 

Thighs,  wide  apart;  twist,  high  and  open.. 

Udder,  large,  pliable,  extending  well  for¬ 
ward  and  high  up  behind;  quarters,  full, 
symmetrical,  evenly  joined  and  well  held 
up  to  body . 

2 

.3 

\  15 

4 

Teats,  plumb,  good  size,  symmetrical  and 
well  placed  . 

INDICATIONS  OF  STRONG  CIRCULATORY 
SYSTEM,  HEALTH,  VIGOR  AND  MILK 
FLOW— 25  POINTS 

Eyes,  bright  and  placid . 

2 

Nostrils,  large  and  open . 

3 

Chest,  roomy  . 

5 

Skin,  pliable;  hair,  fine  and  straight;  secre¬ 
tions,  abundant  in  ear,  on  body  and  at 
end  of  tail  . 

7 

Veins,  prominent  on  face  and  udder;  mam¬ 
mary  veins,  large,  long,  crooked  and 
branching;  milk  wells  large  and  numer¬ 
ous  . 

7 

Escutcheon,  wide  and  extending  high  up.  . 

1 

. 

.  .  .  . 

Total  . 

100 

j  • -  . . 

. 

1 

182 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


SWINE 


Animal  . Bate  . . 

Student  . Standing 


Pos¬ 

sible 

score 

Points  Deficient 

SCALE  OF  POINTS 

Student’s 

score 

Cor¬ 

rected 

GENERAL  APPEARANCE — 25  POINTS 
Weight,  . estimate . actual 

lbs  . 

6 

Form,  deep,  broad,  low,  long',  symmetrical, 

8 

Quality,  bone  clean;  hair  siiky;  skin  soft: 
head  and  ears  refined,  evenly  covered 
with  firm  flesh 

6 

Disposition  Quiet  docile 

5 

HEAD  AND  NECK— 10  POINTS 

Snout  medium  length  not  coarse 

1 

Face,  short  cheeks  full 

1 

Forehead,  broad  . 

1 

Eyes,  large,  mild,  full,  bright,  wide  apart.  . 
Ears  medium  size,  fine  soft 

1 

1 

Jowl,  strong,  neat,  broad . 

2 

Neck,  thick,  medium  length . 

3 

FORE  QUARTERS — 13  POINTS 

Shoulder,  symmetrical,  broad,  deep,  full, 
compact  on  top . 

6 

Dreast,  wide,  prominent,  well  let  down.... 
Legs,  straight,  short,  feet  and  pasterns 
strong  . 

2 

5 

BODY— 32  POINTS 

Chest,  deep,  broad;  girth  large . 

7 

Sides,  deep,  lengthy  and  full . 

8 

Rack,  broad,  straight,  thickly  and  evenly 
fleshed  . 

7 

Loin,  thick,  wide  and  strong . 

5 

Relly,  straight,  even,  and  firmly  fleshed.  .  . 
Flank,  low  and  well  fleshed,  girth  large.  . 
HIND  QUARTERS — 20  POINTS 

Hips,  wide  apart,  smooth . 

3 

2 

3 

Rump,  long,  wide,  evenly  fleshed,  smooth.. 
Hams,  firm,  heavily  fleshed,  deep  and  wide 
Leas,  straight,  short;  feet  and  pasterns 
strong  . 

4 

8 

5 

Total  . 

100 

AGRICULTURE  IN  THE  HIGH  SCHOOL 


183 


SCORE  CARD  FOR  HOLSTEIN-FRIESIAN  BULL 


Parts 


Head .... 
Forehead 
Faee . 


Muzzle 
Ears .  . 


Eyes .  . 
Horns 


Neck 


Shoulders . 

Chest . 

Crops . 

Chine . 

Barrel . 

Loin  and  Hips. 


Rump 


Thurl .  .  . 
Quarters 

Flanks .  . 
Legs .... 


Tail 


Hair  and . 

Handling 


Mammary 

Veins 


Rudimentary 

Teats . 

Escutcheon . . 


Description 


Possible  Dis- 

score  credits 


Showing-  full  vigor;  elegant  contour.. 

Broad  between  the  eyes;  dishing . 

Of  medium  length;  clean  and  trim;  es¬ 
pecially  under  the  eyes;  the  bridge  of 

the  nose  straight . 

Broad  with  strong  lips . 

Of  medium  size;  of  fine  texture;  the 
hair  plentiful  and  soft;  the  secretions 

oily  and  abundant . 

Large;  full;  rh.ild;  bright . 

Short;  of  medium  size  at  base;  gradu¬ 
ally  diminishing  toward  tips;  oval; 
inclining  forward;  moderately  curved 
inward;  of  fine  texture;  in  appear¬ 
ance  waxy  . 

Long;  finely  crested  (if  the  animal  is 
mature) ;  fine  and  clean  at  juncture 
with  the  head;  nearly  free  from  dew¬ 
lap;  strongly  and  smoothly  joined  to 

shoulders  . 

Of  medium  height;  of  medium  thick¬ 
ness  and  smoothly  rounded  at  tops; 
broad  and  full  at  sides;  smooth  over 

front  . 

De.ep  and  low;  well  filled  and  smooth  in 
the  brisket;  broad  between  the  fore¬ 
arms;  full  in  the  foreflanks  [or 

through  at  the  heart] . 

Comparatively  full;  nearly  level  with 

the  shoulders  . 

Strong;  straight,  broadly  developed, 

with  open  vertebrae . 

Long;  well  rounded;  with  large  abdo¬ 
men;  strongly  and  trimly  held  up... 
Broad;  level  or  nearly  level  between 
hook-bones;  level  and  strong  later¬ 
ally;  spreading  out  from  the  chine 
broadly  and  nearly  level;  the  hook- 

bones  fairly  prominent . 

Long;  broad;  high;  nearly  level  later¬ 
ally;  comparatively  full  above  the 
thurl;  carried  out  straight  to  drop¬ 
ping  of  tail . 

High;  broad  . 

Deep;  broad;  straight  behind;  wide  and 

full  at  sides;  open  in  the  twist . 

Deep;  full . 

Comparatively  short;  clean  and  nearly 
straight;  wide  apart;  firmly  and 
squarely  set  under  the  body;  arms 
wide,  strong  and  tapering;  feet  of 
medium  size,  round,  solid  and  deep.. 
Large  at  base,  the  setting  well  back; 

I  tapering  finely  to  switch;  the  end  of 
bone  reaching  to  hocks  or  below; 

the  switch  full . 

•  Hair  healthful  in  appearance;  fine,  soft 
and  furry;  skin  of  medium  thickness 
and  loose;  mellow  under  the  hand; 
the  secretions  oily,  abundant  and  of  a 

rich  brown  or  yellow  color . 

Large;  full;  entering  large  orifices; 
double  extension;  with  special  devel¬ 
opment,  such  as  forks,  branches,  con¬ 
nections,  etc . 


2 

2 

2 

1 


1 

2 


1 


5 


4 

7 

4 

6 

7 

7 


7 

4 

5 
2 


5 


2 


10 


10 


Large;  well  placed .  2 

Largest;  finest  .  2 


Perfection  .  .  . 
Total  discredit 


100 


Net  score 


184, 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


SCORE  CARD  FOR  HOLSTEIN- FRIESIAN  COW 


Parts 

Heart . 

Foreheart . 
Face . 


Muzzle . 

Ears . 


Eyes .  . 
Horns 


Neck 


Shoulders 


Chest 


Crops . 
Chine . 

Barrel 


Loin  anrt  Hips.  . 


Itump 


Thurl .  .  . 
Quarters 


Flanks 
Legs. . 


Tail 


Hair  and . 

Handling 


Mammary 

Veins 


Udder  and 
Teats 


Teats . 

Escutcheon 


Description 


Possible 

score 


Dis¬ 

credits 


Decidedly  feminine  in  appearance;  fine 

in  contour  . . . 

Broad  between  the  eyes;  dishing . 

Of  medium  length;  clean  and  trim,  es¬ 
pecially  under  the  eyes,  showing  fa¬ 
cial  veins;  the  bridge  of  the  nose 

straight  . 

Broad  with  strong  lips . 

Of  medium  size;  of  fine  texture;  the 
hair  plentiful  and  soft;  the  secretions 

oily  and  abundant . 

Large;  full;  mild;  bright . 

Small;  tapering  finely  towards  the  tips; 
set  moderately  narrow  at  base;  oval; 
inclining  forward;  well  bent  inward; 
of  fine  texture;  in  appearance  waxy. 
Long;  fine  and  clean  at  juncture  with 
the  head;  free  from  dewlap;  evenly 
and  smoothly  joined  to  shoulders... 
Slightly  lower  than  the  hips;  fine  and 
even  over  tops;  moderately  broad  and 

full  at  sides . 

Of  moderate  depth  and  lowness;  smooth 
and  moderately  full  in  the  brisket; 
full  in  the  foreflanks  [or  through  the 

heart]  . , . 

Moderately  full  . ’ . 

Straight;  strong;  broadly  developed, 

with  open  vertebrae . 

Long;  of  wedge  shape;  well  rounded; 
with  a  large  abdomen,  trimly  held 
up  [in  judging  the  last  item  age  must 

be  considered]  . . 

Broad;  level  or  nearly  level  between 
the  hook-bones;  level  and  strong  lat¬ 
erally;  spreading  from  chine  broadly 
and  nearly  level;  hook-bones  fairly 

prominent  . 

Long;  high;  broad  with  roomy  pelvis; 
nearly  level  laterally;  comparatively 
full  above  the  thurl;  carried  out 

straight  to  dropping  of  tail . 

High;  broad  . 

Deep;  straight  behind;  twist  filled  with 
development  of  udder;  wide  and  mod¬ 
erately  full  at  the  sides . 

Deep;  comparatively  full . 

Comparatively  short;  clean  and  nearly 
straight;  wide  apart;  firmly  and 
squarely  set  under  the  body;  feet  of 
medium  size,  round,  solid  and  deep.  . 
Large  at  base,  the  setting  well  back; 
tapering  finely  to  switch;  the  end  of 
the  bone  reaching  to  hocks  or  be¬ 
low;  the  switch  full . 

Hair  healthful  in  appearance;  fine,  soft 
and  furry;  the  skin  of  medium,  thick¬ 
ness  and  loose;  mellow  under  the 
hand;  the  secretions  oily,  abundant 
and  of  a  rich  brown  or  yellow  color 
Very  large;  very  crooked  [age  must  be 
taken  into  consideration  in  judging 
the  size  and  crookedness];  entering 
very  large  or  numerous  orifices; 
double  extension;  with  special  devel¬ 
opments,  such  as  branches,  connec¬ 
tions,  etc . 

Very  capacious;  very  flexible;  quarters 
even;  nearly  filling  the  space  in  the 
rear  below  the  twist,  extending  well 
forward  in  the  front;  broad  and  well 

held  up  . 

Well  formed;  wide  apart,  plumb  and  of 

convenient  size  . 

Largest,  finest . 


Perfection  .... 
Total  discredit 

Net  score  .... 


2 

2 


2 

1 


1 

2 


1 


4 


3 


6 

2 


6 

6 

3 

4 
2 

4 

2 


8 


10 


12 

2 

2 

100 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


185 


STATEMENT  OF  STUDENT  IN  COMPETITIVE  JUDGING 


Name 


Date 


Judging 


Class .  Section 


First  Place 


Live  Weight 


Remarks 


Second  Place 

Live  Weight 

_ / 

Remarks 


Third  Place 


Live  Weight 


Remarks 


186 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


SCORE  CARD  FOR  MILK. 


Item. 

Perfect 

Score 

Score 

Allowed 

Remarks. 

Bacteria  . 

35 

Bacteria  found  per  cubic  centimeter . . . 

Flavor  and  odor. , . 

25 

Flavor  and  odor . 

Visible  dirt  . . . 

10 

Fat  . 

10 

Ppr  cent  fnnnd . 

Solids  not  fat . 

10 

Ppr  cent,  found . 

Acidity  . 

5 

Ppr  cent  found . 

Bottle  and  cap . 

5 

Gap  and  bottle . 

Total  . 

100 

DIRECTIONS  FOR  SCORING. 

Bacteria  Per  Cubic  Centimeter — Perfect  Score,  35 


Less  than  400 . 

400  to  TOO . . 

TOO  to  1,000 . . . 

1,000  to  2,000 . 

2,000  to  3,000 . 

Each  additional  1,000  subtract  0.5, 

9,000  to  10,000 . 

10,000  to  15,000 . 

15,000  to  20,000 . 

Each  additional  5,000  subtract  1. . 

100,000  to  110,000 . 

110,000  to  120,000 . 

Each  additional  10,000  subtract  1.. 
200,000  and  over . 


Points 

35 

, .  34.5 
,.  34 
..  33.5 
.  33 


29 

28 

27 


10 

9 


0 


Note. — When  the  number  of  bacteria  per  cubic  centimeter  exceeds  the  local  legal  limit, 
the  score  shall  be  0. 


FLAVOR  AND  ODOR-PERFECT  SCORE,  25 

Deductions  for  disagreeable  odor  or  flavor  should  be  made  according  to  conditions 
found.  When  possible  to  recognize  the  cause  of  the  difficulty  it  should  be  described 
under  Remarks. 


VISIBLE  DIRT— PERFECT  SCORE,  10 

Examination  for  visible  dirt  should  be  made  only  after  the  milk  has  stood  for  some 
time  undisturbed  in  any  way.  Raise  the  bottle  carefully  in  its  natural,  upright  posi¬ 
tion,  without  tipping,  until  higher  than  the  head.  Observe  the  bottom  of  the  milk 
with  the  naked  eye,  or  by  the  aid  of  a  reading  glass.  The  presence  of  the  slightest 
movable  speck  makes  a  perfect  score  impossible.  Farther  deductions  should  be  made 
according  to  the  amount  of  dirt  found.  When  possible  the  nature  of  the  dirt  should 
be  described  under  Remarks. 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


187 


FAT  IN  MILK— PERFCT  SCORE,  10 


Points 


4.0  per  cent  #nd  over . 10 

3.9  per  cent.... .  9.8 

3.8  per  cent .  9.6 

3.7  per  cent .  9.4 

3.6  per  cent .  9.2 

3.5  per  cent .  9 

3.4  per  cent .  8 

3.8  per  cent .  7 


Note. — When  the  per  cent  of  fat  is  less 
consin)  the  score  shall  be  0. 


3.2  per  cent .  <5 

3.1  per  cent .  5 

3.0  per  cent .  4 

2.9  per  cent . .  3 4 5 6 7 8 9 10 

2.8  per  cent .  2 

2.7  per  cent . , .  1 


U.i  . . # . 

Less  than  2.7  per  cent .  0 

n  the  local  legal  limit  (3  per  cent  in  Wls- 


SO LID'S  NOT  PAT— PERFECT  SCORE,  10 


Points 


8.7  per  cent  and  over .  10 

8.6  per  cent .  9 

8.5  per  cent .  8 

8.4  per  cent .  7 

8.3  per  cent .  6 

8.2  per  cent .  5 


Note.— When  the  per  cent  of  solids  not  fat 
shall  be  0. 


Points 

8.1  per  cent .  4 

8.0  per  cent .  3 

7.9  per  cent . 1  2 

7.8  per  cent .  1 

Less  than  7.8  per  cent . —  0 

is  less  than  the  local  legal  limit  the  score 


ACIDITY— PERFECT  SCORE,  5 


Points 


Less  than  0.2  per  cent .  5 

0.2  per  cent  to  0.21  per  cent .  4 

0.21  per  cent  to  0.22  per  cent .  3 


Points 


0.22;  per  cent  to  0.23  per  cent .  2 

0.23  per  cent  to  0.24  per  cent .  1 

0.24  per  cent  and  over .  9 


BOTTLE  AND  CAP— PERFECT  SCORE,  5 

Bottles  should  be  made  of  clear  glass  and  free  from  attached  metal  parts.  Caps 
should  be  sealed  in  their  place  with  hot  parafln,  or  both  cap  and  top  of  bottle  covered 
with  parchment  paper  or  other  protection  against  water  and  dirt.  Deduct  for  tinted 
glass,  attached  metal  parts,  unprotected  or  leaky  caps,  partially  filled  bottles,  or  other 
conditions  permitting  contamination  of  milk  or  detracting  from  the  appearance  of  the 
package. 


WHEAT  SCORE  CARD. 


Scale  of  Toints.  1  2  3  4  ,'5 


1.  Trueness  to  type  or  breed  characteristics.... .  5 

2.  Uniformity  in  size  and  shape  of  kernels .  5 

3.  Color  of  grain .  10 

4.  Freedom  from  mixture  with  other  grain .  10 

5.  Size  of  kernel .  10 

6.  Freedom  from  weed  seeds,  dirt  and  other  foreign 

material  .  10 

7.  Freedom  from  damaged,  smutty  or  musty  kernels.  15 

8.  Weight  per  bushed . •«. .  15 

9.  Viability  .  10 

10.  Hardness  and  texture .  10 


Total  . 100 


388 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


OAT  SCORE  CARD' 


Scale  of  Points. 

1 

2 

3 

4 

5 

1. 

Trueness  to  type  or  breed  characteristics. . 

.  5 

2. 

Uniformity  ia  size  and  shape  of  kernels _ 

.  5 

3. 

Color  of  grains . 

4. 

Mixture  with  other  grains . 

.  10 

5. 

Size  of  kernel . . . 

.  10 

6. 

Freedom  from  weed  seeds,  dirt  and  other 

foreign 

material  . 

7. 

Odor-musty,  smutty,  sulphur . 

.  15 

8. 

Weight  per  bushel . 

9. 

Percentage  of  meat  to  hull . 

10. 

Viability  . . . 

Total  . 

BARLEY  SCORE  CARD 


Scale  of  Points. 

1 

2 

3 

4 

5 

1. 

Trueness  to  type  or  breed  characteristics . 

.  5 

2. 

Uniformity  in  size  and  shape  of  kernels . 

5 

3. 

Color  of  grain . . . 

15 

4. 

Size  of  kernel . 

10 

5. 

Texture  . 

10 

6. 

Freedom  from  mixture  with  other  grains . 

10 

7. 

Freedom  from  weed  seeds,  dirt  and  other  foreign 

material  . ' . 

10 

8. 

Freedom  from  damaged,  smutty  or  musty  kernels  10 

9. 

Weight  per  bushel . 

15 

10. 

Viability  . 

10 

Total  . 

100 

AGRICULT  ORE  IN  THE  HIGH  SCHOOL 


189 


CORN  SCORE  CARD 

Name  and  No.  of  Scorer . 

Sample  No . .  Date  _ 


Scale  of  Points. 

1 

2 

3 

4 

5 

1.  Uniformity  and  trueness  to  type . 10 

2.  Shape  of  ear .  10 

3.  Color:  a.  Grain  .  5 

b.  Cob  .  5 

4.  Market  condition  .  10 

5.  Tips  .  5 

6.  Butts  .  5 

7.  Kernels:  a.  Uniformity  .  io 

b.  Shape  .  5 

8.  Length  of  ear . 10 

9.  Circumference  of  ear .  5 

10.  Space:  a.  Fhrrow  between  rows .  5 

b.  Space  between  kernels  at  cob  5 

— 

11.  Percentage  of  corn .  10 

Total  . 100 

Reasons  for  student’s  score  on  test  sample. 


Numbers  below  refer  to  the  various  heads  under  which  the  sample  of  grain  has  been 
judged. 

1  . . . . 

2  . ... . . . . . 

3  . - . . r... . _*.•• . .... 

4  . . ,.. . . 

5  . . . . . . . . . 

6  . . . . . . 

7  . 

8  i . . . ; . ■'•••• 

9  . . 

10  . » . 


11 


190 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


SINGLE  PLATE  SCORE  CARD  FOR  APPLES  AND  PEARS 
Class .  Sub-Class.. 


Perfection 

Entries 

Form  . . 

15 

15 

20 

20 

30 

Size  . 

dolor  . 

Uniformity  . 

Freedom  from  blemish . 

Total  . 

100 

Judge, 


Date. 


FRUIT  COLLECTION  SCORE  CARD 
Class .  Sub-Class 


j  Perfection 

Entries 

Number  of  varieties . 

Adaptability  of  varieties  for  purpose 
stated  . 

30 

15 

45 

10 

Score  of  individual  plates . 

Taste  in  arrangement . 

Total  . 

100 

1 

Judge 


Date, 


FRUIT  JUDGING 

Variety 


Place 

Plate  No. 

Reasons 

1st 

• 

2nd 

’  • 

3rd 

4th 

5th 

6th 

Date, 


Judge, 


AGRICULTURE  IN  THE  HIGH  SCHOOL 


191 


POTATO  JUDGING  SCORE  CARD 


Nam©  or  Number  of  Exhibitor .  Score.. 

Name  or  Number  of  Exhibitor .  Score 


Points 

Allowed 

Score 

General  Conformity  to  Type, 
55  Points 

20 

5 

Color:  trueness  to  standard  for  va¬ 
riety  . 

Shape:  conformity  to  standard  for 
variety  . . . 

12 

Size:  desirability  for  commercial 
purposes  .  T . .  t .  t  T , . 

8 

Eye  characteristics:  depth,  distribu- 

tjoii  ,,,, . 

10 

Market  Conditions  and  Quality, 
45  Points 

Cleanness,  brightness  of  skin,  ripe¬ 
ness,  freedom  from  sunburn, 
check  or  injury . 

20 

Quality  of  flesh.  (Examine  for 
spongy,  watery  conditions,  dark 
spots,  hollow  centers'! . 

10 

10 

Disease.  See  disqualifications.  Ex¬ 
amine  for  scab  spots,  dry-rot, 
etc . 

Neatness  . 

5 

Total  . 

100 

Disqualifications 


All  exhibits  must  be  true  to  va¬ 
riety.  A  mixture  of  more 
than  5%  will  disqualify.  On 
exhibits  of  10  specimens,  all 
tubers  must  be  true  to  name 
or  be  disqualified. 


Any  exhibit  showing  specimens 
diseased  with  fusarium  rot, 
scab,  blackleg,  wart  disease, 
or  any  disease  subject  to 
spread  through  seed  dissem¬ 
ination  shall  be  disqualified. 


Potato  scab  spots  less  than  ^ 
inch  in  diameter  shall  not  dis¬ 
qualify  provided  not  more 
than  5%  of  the  exhibit  is  in¬ 
fested.  Any  infestation  of 
scab  whatever  shall  cut  the 
full  ten  points  on  the  card. 

Any  exhibit  which  does  not  con¬ 
form  to  specifications  in  size 
and  neatness  shall  be  disquali¬ 
fied  at  the  discretion  of  the 
judge. 


